PHONOGRAPHY 


>*<  .^  >k. 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/americanphonograOOandeiala 


AMERICAN 


PHONOGRAPHY 


BY 

WILLIAM   LINCOLN  ANDERSON 

HEAD    OF    THE    DEPARTMENT    OF    COMMERCIAL    BRANCHES 
DORCHESTER   HIGH   SCHOOL,   BOSTON,  MASSACHUSETTS 


REVISED  EDITION 


GINN    &    COMPANY 

BOSTON    .   NEW   YORK    •   CHICAGO    •   LONDON 


Copyright,  1905,  190S 
By  WILLIAM   LINXOLN   ANDERSON 


ALL    RIGHTS    RESERVED 


GINN    >'v   COMPANY  •   PRO- 
PRIETORS ■  BOSTON  •  U.S.A. 


PREFACE 


This  book  contains  a  complete  exposition  of  that  method  of  pho- 
nography which  is  called  "  American  "  on  account  of  its  widespread 
use  in  the  country  of  its  adoption.  One  of  the  objects  which  the 
author  has  kept  in  mind  has  been  the  incorporation  into  this  work  of 
the  best  and  newest  features  which  American  phonographers  of  the 
^  Pitmanic  school  have  produced.  The  great  utility  and  adaptability 
fej    of  Pitmanic  shorthand  cannot  be  questioned. 

It  has  been  the  purpose  of  the  author  to  make  this  volume  a  unit 
5    which  should  contain  all  the  material  that  is  essential  for  the  develop- 
so    ment  of  the  finished  phonographer.     To  accomplish  this,  the  follow- 
~'    ing  features  have  been  introduced  :  (i)  a  phonetic  introduction,  as 
the  means  by  which  the  student  may  be  led  from  illogical  and  incon- 
5^   sistent  spelling  to  logical  and  consistent  sound  writing ;   (2)  a  com- 
•*    plete  presentation  of  both  the  amanuensis  and  reporting  styles  of 
^    phonography,  in  which  technical  terms  are  carefully  avoided ;  (3)  a 
section  containing  the  differing  features  of  the  other  standard  Pit- 
manic systems  as  "optional  expedients,"  which  affords  an  oppor- 
^    tunity  for  teachers  to  use  those  principles  for  which  they  may  have 
g    a  preference ;   (4)  a  section  of  eighty  pages  of  graded  supplementary 
material,  consisting  of  word  exercises,  sentences,  letters,  and  general 
dictation  matter  taken  from  standard  works. 

Although  this  book  contains  several  new  features,  the  author  would 
emphasize  the  attempt  that  has  been  made  throughout  the  book  to 
have  hand  training,  so  necessary  to  success  in  shorthand,  keep  pace 
with  mind  training.  The  value  of  exercising  a  great  degree  of  care 
is  repeatedly  brought  to  the  attention  of  the  student.     At  the  end 


448405 


IV 


PREFACE 


of  each  section  special  speed  drills  are  arranged,  which  are  to  be 
practiced  until  a  satisfactory  rate  of  speed  has  been  attained  before 
succeeding  principles  are  undertaken.  Shorthand  penmanship  exer- 
cises, or  hand  drills  on  outline  combinations,  have  been  introduced 
in  each  part  because  of  the  great  need  of  developing  ease  of  execu- 
tion and  facility  in  forming  outlines. 

It  is  believed  that  certain  pedagogical  principles  which  are  a 
feature  of  this  book  will  prove  to  be  of  great  value.  In  presenting 
the  shorthand  alphabet,  the  consonant  sounds  are  expressed  by  a 
method  of  phonetic  spelling  which  uniformly  employs  the  most 
obscure  vowel  sound.  The  short  sound  of  u,  rather  than  a  variety 
of  vowel  sounds,  is  used  for  this  purpose.  This  is  conducive  to 
sound  writing.  Furthermore,  the  principle  of  proceeding  from  the 
known  to  the  related  unknown  has  been  followed  in  presenting  a 
more  abbreviated  method  of  expressing  that  which  previously  has 
been  represented  by  an  elementary  form.  For  instance,  before  the 
introduction  of  the  semicircle  for  10  the  pupil  is  informed  that  there  is 
to  be  such  an  abbreviation,  but  the  rules  for  the  continued  use  of  the 
stroke  iv  are  ilrst  given  and  amply  illustrated.  This  general  principle 
is  followed  in  introducing  all  methods  of  abbreviation.  All  word 
signs  are  given  in  connection  with  the  principle  to  which  they  are 
related,  and  when  thus  introduced  each  is  presented  as  an  arbitrary 
sign,  a  contraction,  or  an  outline  with  the  vowels  omitted.  At  the  end 
of  each  part  these  signs  are  gathered  in  a  review  list,  and  later  all 
word  signs  are  placed  in  one  alphabetic  list.  Principles  of  phonogra- 
phy which  have  been  found  very  difficult  to  acquire  have  been  divided 
and  placed  in  different  parts  of  the  book,  the  simpler  portion  of  the 
subject  being  treated  and  mastered  before  that  which  is  complex. 

Those  who  use  this  book  should  bear  in  mind  that  the  sentences 
which  are  introduced  as  exercises  on  the  signs  and  principles  have 
practical  rather  than  literary  value. 

The  lessons  herein  contained  have  been  left  without  numbers 
because  it  is  thought  that  greater  frcjJom  of  action  on  the  part  of 


PREFACE  V 

the  teacher  is  thus  made  possible.  In  general,  however,  it  may  be 
said  that  the  centered  headings  in  large  capitals  mark  what  are 
thought  to  be  convenient  and  practical  assignments  for  lessons. 

In  reading  the  proof  of  the  text,  valuable  assistance  was  rendered 
by  Mrs.  Isabel  C.  Barrows,  of  Tompkinsville,  N.Y,,  and  by  the  late 
Mr.  John  H.  Moore,  of  the  Charlestown  High  School,  Boston.  To 
the  latter,  my  constant  friend  and  successful  colaborer  in  commercial 
work,  my  warmest  thanks  are  due  for  his  unflagging  interest  in  the 
development  of  every  feature  of  the  book  and  his  self-sacrificing 
care  in  reading  most  discriminatingly  everything  that  was  presented 
for  his  perusal. 

In  accomplishing  this  task  I  was  greatly  aided  by  Miss  Mary 
A.  Leavens,  of  the  Dorchester  High  School,  Boston,  who  read  the 
original  manuscript  and  made  helpful  criticisms  on  the  English. 

My  grateful  thanks  are  also  due  to  the  following  persons  and  pub- 
lishers, who  generously  permitted  the  use  of  selections  from  their 
writings  and  books.  From  the  publications  of  Messrs.  Ginn  &  Com- 
pany I  had  the  privilege  of  drawing  with  marked  freedom.  The 
A.  Flanagan  Company,  of  Chicago,  furnished  the  very  attractive 
selection  "The  North  Story  of  how  the  Robin  got  its  Red  Breast"; 
C.  P.  Farrell,  of  New  York,  kindly  allowed  the  use  of  "A  Vision  of 
War,"  from  the  writings  of  Colonel  Robert  G.  Ingersoll,  and  Mrs. 
L.  L.  Dame,  of  Medford,  Mass.,  the  use  of  "The  Washington  Elm." 
The  selections  from  the  writings  of  John  Burroughs,  Oliver  Wendell 
Holmes,  and  Henry  D.  Thoreau  are  used  by  permission  of  and  by 
special  arrangement  with  Messrs.  Houghton,  Mifflin  &  Co.,  of  Boston. 

WILLIAM  LINCOLN  ANDERSON    "^ 
Boston-,  Mass. 
March  19,  1905 


CONTENTS 


Condensed  Table  of  Phonographic  Adbreviations xi 

PART  I 


Phonetic  Introduction 


PART  II 
CONSONANTS,  VOWELS,  DIPHTHONGS,  AND  COALESCENTS 

Straight  Strokes lo 

Long  Vowels 13 

Position  Writing  —  First  Section 13 

Curved  Strokes 16 

Joined  Consonants 21 

Common  Errors  on  Consonants 23 

First  List  of  Word  Signs 25 

Short  Vowels       27 

Second  List  of  Word  Signs 29 

Vowels  between  Strokes 31 

Common  Errors  on  Vowels       34 

Diphthongs 35 

Punctuation  Marks 37 

Coalescents 37 

Third  List  of  Word  Signs     .     .     .' 39 

Consecutive  Vowels 41 

Choice  of  Outline 44 

Fourth  List  of  Word  Signs 45 

Speed  Practice 47 

Fifth  List  of  Word  Signs 49 

Shorthand  Penmanship  Exercises 50 

Review  List  of  Signs 52 

vii 


Vlii  CONTENTS 

PART  III 
L-  AND  R-STROKES,  S-CIRCLES,  AND  HALVING  BEGUN 

PAGE 

Initial  and  Medial  L  and  R 54 

Final  L  and  R 57 

Upward  and  Downward  Sh .  ' 58 

S-  and  Z-Strokes  and  S-  or  Z-Circle 59 

The  Double  S-Circle       64 

The  St-  and  Str-Loops 66 

Sixth  List  of  Word  Signs 68 

The  Halving  Principle  —  First  Section 70 

Common  Errors  on  S-Circles  and  Halving  Principle 73 

Seventh  List  of  Word  Signs 74 

Speed  Practice 79 

Eighth  List  of  Word  Signs 80 

Shorthand  Penmanship  Exercises 81 

Review  List  of  Signs 83 

PART   IV 

H-TICK,   INITIAL  HOOKS,   SEMICIRCLES,  AND  PHRASING  BEGUN 

H-Stroke  and  its  Substitutes 84 

W-Stroke  and  its  Substitutes 87 

Y-Stroke  and  Y-Semicircles 89 

Double  Consonants 90 

Irregular  Double  Consonants 91 

Ninth  List  of  Word  Signs 94 

Irregular  Vowel  Representation 96 

Triple  and  Quadruple  Consonants 98 

Backward  N  Hook 100 

Tenth  List  of  Word  Signs 102 

Phrasing  —  P'irst  Section 104 

Lxercise  on  Simple  Phrases,  and  The  Ticks 106 

Common  Errors  on  Semicircles  and  Doulile  Consonants 108 

Eleventh  List  of  Word  Signs 112 

Speed  Practice 113 

S'li'Vthand  Penmanship  Exercises 115 

Kevi(?\v  List  of  Signs 117 


CONTENTS  ix 


PART  V 

FINAL  HOOKS,  LENGTHENING,   AFFIXES,   HALVING  AND 
PHRASING  CONCLUDED 

FAGB 

N-Hook  and  F- or  V-Hook ii8 

The  Shun-Hook , I2i 

The  Se-shun-Hook 122 

The  Lengthening  Principle 124 

Twelfth  List  of  Word  Signs 126 

Omitted  Consonants 128 

Affixes 129 

Disjoined  Prefixes 129 

Disjoined  Suffixes 132 

Halving  Principle  —  Concluded 135 

Common  Errors  on  Final  Hooks,  Lengthening,  Halving,  Ticks,  and  Affixes  137 

Thirteenth  List  of  Word  Signs 139 

Omission  of  Vowels 141 

Phrasing — Concluded 143 

Exercise  on  Advanced  Phrases 145 

Position  Writing  —  Concluded 147 

Fourteenth  List  of  Word  Signs 148 

Additional  Contractions 150 

Speed-Practice  Letters 157 

Shorthand  Penmanship  Exercises 159 

Review  List  of  Signs 160 

Choice  of  Outlines 162 

The  Reading  of  Shorthand 165 

An  Alphabetic  List  of  All  Signs 168 

Standard  Selections  in  Shorthand 175 


PART  \T 
REPORTING  ABBREVIATIONS  AND  OPTIONAL  EXPEDIENTS 

Prefixes  aiid  Affixes 186 

Omission  of  Unimportant  Parts 192 

Brief  Phrasing  Principles 197 

Exercise  on  Reporting  Phrases 203 


X  CONTENTS 

FAGB 

Distinguishing  Like  Words 206 

Writing  in  Position 207 

Variation  of  Outlines 209 

Insertion  of  Vowels ' 211 

Treatment  of  Figures 213 

Optional  Expedients 214 

Benn  Pitman  System * 215 

Isaac  Pitman  System 218 

Graham  System 220 

Munson  System 223 

Osgoodby  System 226 

Expressing  Sounds  of  Modern  Languages 231 

APPENDIX 

SUPPLEMENTARY  WORD  AND  SENTENCE  EXERCISES,  WORD-SIGN  LETTERS, 
AND   GENERAL  DICTATION  MATTER 

Supplementary  Word  Exercises - 233 

Supplementary  Sentences 239 

Supplementary  Word-Sign  Exercises 251 

General  Dictation  Matter 264 

INDEX 315 


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CONDENSED  TABLE  OF  PI 


Consonant 
Alphabet 

of 
Phonogra- 
phy 

As  the  prospective  traveler  to  a  strange  country  economizes  time,  energy,  and  nervous 
do  well  to  consult  this  chart,  observe  the  difficulties,  notice  the  intricacies,  and  wisely  resolv 

This  table  should  prove  useful  to  both  pupil  and  teacher  as  a  basis  for  reviews  and  com 
line,  designated  by  a  number.     As  each  principle,  or  deviation  from  it,  is  treated  in  a  Sep 
By  tracing  across  lines  7  and  17  a  somewhat  comprehensive  view  of  all  abbreviating  expedi 
the  stroke  at  the  beginning  of  the  line. 

Sound    Stroke 

suh 

suh 

ses 

ses 

sluh 

stub 

stur 

huh 

huh 

wuh 

wuh 

final 
wuh 

yuh 

final 
ur 

final  ur    g 
rreBulM' 

puh        \ 

\ 

\ 

\, 

■^ 

\ 

\ 

\. 

^\ 

\ 

^ 

\ 

N 

buh        \ 

\ 

\ 

V 

^ 

V 

\ 

Nf, 

^^ 

\ 

^ 

\ 

\ 

tuh 

f 

V 

r 

) 

f 

h 

^ 

c 

r 

1 

duh 

I 

p 

P 

i 

f 

b 

^ 

1 

r 

1 

1 

chuh     / 

/ 

/" 

/ 

/ 

/ 

4 

^ 

/ 

/ 

/ 

juh       / 

/ 

/■ 

/ 

/" 

/ 

/> 

4 

^ 

/ 

/ 

/ 

kuh 

0 

0 

<-^ 

2- — 

^_ 

Kuh 

Q 

£) 

Q 

^  _ 

-^ 

<^ 

' 

ruh     ^^'^ 

^ 

n^ 

^ 

n^ 

y 

r^ 

p 

y^ 

„y 

Imh     ^ 

y 

^ 

^ 

y 

^ 

^ 

thuh        ( 

( 

c 

c 

e 

k 

I 

(^ 

A 

\ 

\ 

1 

(heavy)  / 
thuh       V 

( 

c 

c 

e 

i 

i 

6 

A 

{ 

( 

) 

suli            ) 

) 

) 

;^ 

s 

\ 

5 

}, 

) 

) 

1 

zuh            ) 

)l     ) 

> 

5 

;> 

S) 

?) 

) 

) 

1 

urn       ^ — ^ 

y-^ 

CT^ 

^-v^ 

^^ 

fT-V    , 

ump  or 
umb    ^/"—^ 

^^1^^ 

r^ 

^^ 

r^ 

rr^ 

^^ 

/— > 

-^-^ 

rV—^ 

""           V       ^ 

9 

<i    y 

s  0 

Q     y 

^^0 

c^  y 

V  n 

r^ 

c    y 

i>^    y 

c.^ 

ung      ■\^^y 

^w? 

^^1^^  Q  V 

^^ 

^>o 

r^ 

i^ 

"N-^ 

luh         (^ 

r 

c  r'< 

^ 

r 

P 

r 

r 

A 

(1 

yuh        C 

c 

r'.C^r 

r 

r 

rr 

ur                 \ 

^ 

^ 

^ 

°A 

>^ 

"^ 

^ 

^ 

^ 

^ 

wuh         ^ 

^ 

^ 

"> 

^ 

^ 

^ 

^ 

^ 

^ 

fuh         V 

Vp 

0 

V, 

^ 

A 

V 

\ 

A 

vuh         ^ 

»^n 

^ 

^0 

^ 

V. 

^ 

v^ 

A 

V 

\ 

A 

sluih           J 

J 

9 

.-^J 

^ 

y 

^ 

A 

; 

; 

; 

zhuh          J 

^ 

l± 

^ 

^ 

-^ 

Ll 

ryl 

A 

; 

; 

;' 

A       B       C       D       E 


G      H 


M      N      O 


NOGRAPHIC 

ABBREVIATIONS 

i  by  a  previous  study  of  maps,  routes,  and  the  character  of  inhabitants,  so  the  student  of  phonography  would 
;xpend  the  time  and  care  which  are  so  necessary  to  its  mastery. 

ions.     Reference  may  easily  be  made  to  any  abbreviation  by  speaking  of  its  column,  which  is  lettered,  or  its 
J  column,  the   student   can   readily  determine  to  which  strokes  any  abbreviation  is  attached  or  applies, 
nay  be  gained.    Add  the  sound  for  the  abbreviation,  found  at  the  head  of  any  column,  to  the  sound  given  to 

m,  en 
or  un 

in,  en 
or  un 

final 
ul 

float  ul 
rrefuUi 

•uh  to 
lulul 

un 

nn-sub 

vuh 

TUb-Suh 

shun 

se^htin 

un 

s»>Bhan 

tor,  der, 
ortber 

flnal 
tuh  or 
duh 

untuh 
or  duh 

suh 

\ 

\ 

\ 

\ 

\ 

\. 

\ 

\^ 

\ 

\ 

N 

>, 

I 

A 

\ 

\ 

\ 

\ 

\, 

\, 

\^ 

\ 

\ 

N 

\ 

2 

IT 

r 

r 

I 

L 

1. 

1_ 

|•^ 

1 

\ 

3 

1  ] 

f 

r 

J 

1, 

I 

V 

1 

\ 

4 

/ 

Z' 

./ 

y 

/ 

/ 

/ 

/ 

/ 

c/ 

5 

/ 

/> 

y 

y 

y 

/ 

/ 

/. 

/ 

/ 

/ 

r/ 

6 

.^ — 

^ 

c» 

-> 

— p 

P, 

— n 

7 

!- 

^ 

^ 

_J 

-T> 

8 

r^ 

p^ 

^ 

y 

^ 

^ 

^ 

^ 

^ 

^o 

9 

^ 

/^ 

y 

y 

^ 

^ 

y 

r^ 

lO 

c 

{ 

L 

i 

r, 

i 

( 

To 

ij 

( 

c 

( 

( 

(. 

i 

( 

Q 

12 

1 

] 

) 

,^ 

\ 

Y 

) 

^ 

13 

-) 

,) 

,) 

^ 

\ 

') 

) 

^ 

14 

r~-s 

y—f^ 

y 

/ 

/--Sl 

15 

7r> 

^^ 

y-^ 

^^ 

/'-^ 

^^^ 

/r^ 

16 

O    y 

(^   y 

V,     0 

X.  <7 

V    O 

■^  J^ 

\-  ^ 

^  c? 

17 

<?  y 

^0 

s    J>- 

18 

^ 

r 

r 

r 

^ 

r 

rr 

(^ 

19 

r 

20 

^ 

^ 

"^ 

y 

A 

^  "> 

■^ 

21 

N 

22 

^ 

\. 

V. 

V-. 

V. 

V 

V 

'^.^ 

23 

<;. 

\. 

v.. 

V,-. 

^ 

V 

^, 

u 

24 

/ 

.A 

.M 

J 

r/ 

J 

J 

/ 

pf 

25 

^ 

J 

J 

r^ 

^ 

J 

) 

e) 

26 

Q      R 


U       V      W      X       Y       Z     AA    BB      CC 


DD      EE    FF 


a>iCMT-Aiv:r^' 


[>r  .ow  yi'  ji-rjiinw^i;  }ij:;' )'•■':  s;f)  oa  ,-;ini  ifffkri.i!  '!'S';  ■rj.'n.iff.  >.t.'  br 


i-iJ-LLimj. 


\|\|\|  VI    \j 


AMERICAN    PHONOGRAPHY 
Part   I 


PHONETIC  INTRODUCTION 

1.  Speech.  The  basis  of  phonography  is  speech.  Speech  is 
breath  expelled  by  the  lungs,  variously  modified  in  the  throat  and 
mouth.  It  is  divided  into  two  classes  of  sounds ;  namely,  vowels 
and  consonants. 

A  vowel  may  be  described  as  voiced  breath  modified  by  some 
arrangement  of  the  air  passage,  but  without  obstruction  or  audible 
friction.  A  consonant  is  a  sound  resulting  from  a  momentary  or 
partial  stoppage  of  the  breath  or  an  audible  friction  in  some  part  of 
the  throat  or  mouth.  In  the  consonants  the  narrowing  or  stopping 
of  the  air  passage  gives  to  the  sound  its  essential  characteristics, 
while  in  the  vowels  the  mere  arrangement  of  the  mouth  modifies  the 
vocalized  breath. 

2.  Sound  Writing.  As  English  spelling  is  most  bewildering,  incon- 
sistent, and  illogical,  it  is  necessary  to  disregard  it  altogether  in 
phonography  and  study  only  the  sounds  of  words. 

Our  common  spelling  is  confusing  and  troublesome  for  the  follow- 
ing reasons :  - — 

a.  It  contains  numerous  silent  letters. 

b.  Many  words  sounded  exactly  alike  are  spelled  quite  diflferently 

c.  Many  of  the  letters  of  the  alphabet  have  a  variety  of  sounds. 

d.  A  variety  of  letters  often  produces  the  same  sound. 


2  PHONETIC    INTRODUCTION 

3.  Silent  Letters.  These  may  be  either  vowels  or  consonants,  and 
may  occur  at  the  beginning,  middle,  or  end  of  words. 

Silent  Vowels 

a.  Initial:  (^)uphony,  (^)urope,  (^)esop,  (.?)ider,  (.f)uchre,  (rt;)isle, 
(^)aron. 

/;.  Medial :  e(a)r,  a(i)\,  fle(<?)t,  ahe(^)d,  ne(/)ther,  a.d(ie)u. 

c.  Final :  te(a),  ho(^),  alo(^),  cu(^),  tre(^),  dialog(«^),  masq(«<»). 

Silent  Consonants 

a.  Initial:  (^)naw,  (/^)nock,  (w)hole,  (w)rong,  (^)nu,  (2£/)hom, 
(//)onest,  (/)shaw. 

b.  Medial :  a(/)ms,  wou(/)d,  ta(/)k,  rei(^)n,  de(<^)t,  s((:)ene,  lo(rt!')ge, 
r(/^)yme,  diz(3)y,  al(/)oy,  e(/)ch,  hei(^//)t. 

c.  Final:  ra(j),  ad(6?),  los(i-),  fal(/},  bom((^),  dum(3),  hym(«), 
bric(-('),  mo(z£/),  nei(<^/^),  throu(<^/z). 

EXERCISE  I 

Write  a  list  of  the  silent  letters  in  the  following  words  :  — 
Cocoa,  lamb,  scent,  adjutant,  feud,  cuff,  gnash,  school,  pair,  knit, 
talk,    mnemonics,    condemn,   journal,    pneumonia,    acquisition,  burr, 
rescind,   itch,   pour,   navvy,  wrung,   Bordeaux,   pay,   fuzz. 

As  the  list  of  letters  is  reviewed,  what  is  noticed  about  it  that  is 
remarkable  ?  Does  it  not  offer  a  striking  illustration  of  the  incon- 
sistencies of  our  spelling  and  the  necessity  of  writing  by  sound? 

4.  Words  Alike  in  Sound  but  Unlike  in  Spelling.  Observe  with 
care  the  great  difference  in   the  spelling  of  these  words  :  — 

Deer,  dear ;  die,  dye  ;  owe,  oh ;  isle,  aisle ;  ought,  aught ;  ate, 
eight ;  doe,  dough  ;  roll,  role  ;  piece,  peace  ;  nay,  neigh  ;  ode,  owed ; 
new,  knew;  pours,  pores;  wait,  weight;  colonel,  kernel;  air,  ere, 
heir;  site,  cite,  sight;  I,  aye,  eye;  vein,  vane,  vain;  to,  two,  too; 
pear,  pair,   pare. 


PHONETIC   ILLUSTRATIONS 


EXERCISE  n 


Write  after  each  of  the  following  another  word  pronounced  like  it 
but  with  different  spelling,  and  after  each  of  the  last  five  write  two 
such  words  :  — 

See,  hole,  fair,  slay,  no,  lie,  gate,  road,  dun,  sell,  been,  beer,  choir, 
one,  knows,  rite,  reign,  ye'w,  raze,  rowed. 

5.  Letters  varying  in  Sound.  Letters  and  combinations  of  letters 
are  variable  in  their  sounds.  Notice  with  care  these  differences  in 
the  same  letter  or  letters. 

Vowels 

a  lane,  man,  wall,  ah,  any,  wan. 

e  he,  t(fn,  wh^re,  st^n. 

i  in,  wme,  f/rst,  p/que. 

0  h(?le,  on,  none,  to,  nor. 

u  t«ne,  «p,  T?Ae,  iuW. 

00  s^^i^n,  good,  blood,  door. 

ou  out,  soul,  you. 

Consonants 

c   rat,  cease,  o<rean. 

d   league^/,  soldier,  leaked  (ed=  t  in  this  word). 

g  ^et,  ^em,  regime  {g  —  zh  in  this  word). 

s   see,  aj,  jugar. 

X   vex,  A'erxes,  e.rample  {ex  =  egz  in  this  word). 

y  yes,  dry,  ditty  {y  =  short  /  in  this  word,  not  long  e). 
ch   c/iild,  e/idilse,  c/io\r,  spinas/;  (ck  =j  in  this  word). 
gh  <^/;ost,  IdMgh,  \v\eeo\xgh  {gh  =p  in  this  word). 
th   thick,  this,  77/ames. 

c,  s,  t,  and  70  when  followed  by  //  are  changed  in  sound  :  czt,  chzt; 
sun,  shnn  ;  /en,  then  ;   lOdM,  tchzXe. 


4  PHONETIC   INTRODUCTION 

EXERCISE  m 

Write  a  list  of  words  containing  three  sounds  of  a,  e,  i,  o,  u ;  and 
two  sounds  of  c,  d,  g,  s,  x,  ch,  gh,  th. 

6.  Variety  of  Letters  with  Similar  Sounds.  Another  difficulty 
encountered  in  our  ordinary  spelling  is  due  to  the  fact  that  different 
letters  or  combinations  of  letters  may  produce  the  same  sound. 

Study  carefully  the  following  lists  of  vowels  and  consonants  until 
this  fact  is  impressed  on  the  mind  :  — 

Vowels 

a  fl-te,  ^re,  ayo.,  <?/ght,  aix,  c^ey. 

e  md-ter,  cr^^d,  xea^,  rel/>ve. 

i  h/gh,  allj*,  eye,,  aye,  gui\Q,  cried,  aisle. 

0  ore,  doe,  oats,  mow. 

u  time,  it'iid,  ewe,  you,  hue. 

u  (short  sound)  c«p,  n^me,  tough,  earth,  iix. 

e  (short  sound)  ied,  says,  aga/n. 

i  (short  sound)  g/ld,  finnj',  guild,  honey. 

00  (short  sound)  p«t,  loot,  could. 

oi  oil,  hoy,  huoy. 

ow  co7i',  out,  sauerkraut. 

aw  sczlt,  lord,  aid,  iault,  sought. 

EXERCISE   rV 

Write  three  words,  if  possible,  as  illustrations  of  the  variety  of 
ways  in  which  each  of  the  sounds  represented  by  the  following 
letters  may  be  spelled:  oi,  aio,  07c> ;  the  long  sounds  of  a,  e,  i,  o,  u; 
and  the  short  sounds  of  e,  i,  u,  and  oo. 

C0XS(3XAXTS 

f  yiist,  cvxff,  sul///ur,  IdiUgh. 
g  ^et,  egg.  c:\tdilogue,  ghowl. 
k    kmg,  column,  h-xek,  3.che,  ms-sgue. 


PHONETIC   EXERCISES  5 

j  /aw,  ^em,  sol<//er. 

s   Vut,  iuss,  are. 

t   me/,  wi//y,  mock<r</  (e^  =  /  in  this  word). 

z   0one,  is,  lives. 
sh   j^e,  ma<r//ine,  na//on,  or^n. 
zh   a^ure,  treasure,  rou^<?  (g  =  2-^  in  this  word). 

EXERCISE  V 

Write  three  words  for  each  of  the  following  letters,  in  which  the 
sound  suggested  by  the  letter  is  expressed  in  three  different  ways : 
LgJ,k,s,t,z. 

EXERCISE   VI 

Write  the  following  phonetic  reading  exercise  in  correctly  spelled 
English.  Notice  carefully  the  difference  between  spelling  by  sound 
and  by  our  ordinary  method  of  spelling. 

Doo  yoo  no  hwot  this  iz  ?  This  iz  a  kuntri  skoolhaus.  It  haz 
onli  wun  room,  and  thar  iz  but  wun  wa  too  entur  it.  Both  boiz  and 
gurlz  go  in  and  aut  ov  the  sam  dor.  The  stepz  ar  az  wid  az  the 
haus,  and  thar  iz  wun  windo  on  ech  sid  ov  the  dor. 

I  wundur  hwethur  thar  iz  eni  skool  in  seshun  nau.  I  supoz  sum 
ov  the  skolarz  kum  from  grat  distansez,  for  most  ov  the  pupilz  ov 
the  skool  liv  on  larj  farmz,  and  tha  atend  skool  in  the  wintur  tim 
onli.     Az  a  uzhual  thing,  good  pupilz  go  too  skool  everi  da. 

Thar  ar  meni  trez  in  the  skool  yard,  and  tha  mak  it  a  shadi  plas. 

EXERCISE   VII 

Write  the  following  easy  selection,  using  spelling  in  which  the 
combinations  of  letters  shall  be  as  near  the  sounds  of  the  words  as 
possible  :  — 

Jack  was  a  young  dog  that  was  very  good  to  the  boys  who  knew 
him.     The  boys  would  pat  and  tease  and  pull  him,  but  Jack  would 


6  PHONETIC   INTRODUCTION 

not  get  angry.  The  boy  who  owned  him  was  named  John,  and  he 
and  Jack  were  very  fond  of  each  other.  In  the  winter  John  would 
hitch  him  to  a  sled  and  he  would  pull  John  rapidly  over  the  snow. 
Jack  would  chase  the  cows  home  at  night,  and  in  this  way  he  was 
very  useful.  Many  dogs  are  worth  a  large  sum  of  money,  and  some 
wealthy  men  spend  much  time  and  money  on  them.  You  c-i:.  ne^- 
tell  when  a  faithful  dog  will  do  some  good  deed  for  you/'lj^j  you 
should  treat  him  kindly  at  all  times. 

EXERCISE  Vra 

Write  the  following  phonetic  reading  exerc'se  in  correctly  spelled, 
well-written  English.  Notice  that  it  is  nee  ssary  to  use  the  same 
character  for  several  sounds  of  the  same  letter,  and  this  is  especially 
true  of  the  vowels.      Observe  the  a  in  gras,faln,  larj,  a.nd  graf. 

This  iz  a  fotograf  ov  a  fin  haus  in  the  kuntri.  Yoo  wil  notis  that 
thar  ar  feldz  ov  gren  gras  abaut  this  horn,  and  that  a  wid  rod  pasez 
bi  it.  Thre  litl  boiz  liv  in  this  haus  and  tha  enjoi  plaing  in  the  shad 
ov  the  larj  trez  yoo  se  ner  thar  horn.  A  par  ov  robinz  uzhuali  bild 
thar  nest  in  the  grat  chesnut  tre  in  frunt  ov  the  haus.  Tha  ar  so 
tarn  that  sumtimz  tha  wil  et  krumz  aut  ov  the  handz  ov  the  boiz. 

The  fathur  ov  thez  boiz  onz  a  fin  larj  hors  namd  "  Silvur  Gra." 
He  iz  verl  jentl  and  eni  child  kood  rid  him.  Altho  he  iz  ajed  he 
kan  trot  abaut  az  briskli  az  a  yung  hors. 

Ner  the  haus  ihar  iz  a  larj  lak,  on  hwich  the  boiz  luv  too  ro  thar 
bot.  Boiz  shood  lurn  too  swim  befor  tha  lurn  too  ro  a  bot,  then  thar 
is  les  danjur  ov  being'  draund.  W'un  da  thar  fathur,  hoo  swimz  veri 
wel,  savd  the  lif  ov  a  man  hoo  had  fain  intoo  the  lak. 

On  varius  partz  ov  this  farm  ar  too  be  sen  apl,  pech,  and  cheri 
trez,  az  wcl  az  pi-:,'z.  k  us.  kauz,  ges,  duks,  shep,  and  uther  animalz. 

E'li  v.un  lioo  enjoiz  the  kar  ov  animalz  wood  be  delited  too  spend 
sum  tim  on  this  tin  fartn.  Sum  da  thez  thre  boiz  wil  bekum  the 
onurz  ov  lliis  valuabl  pLis. 


GENERAL   PHONOGRAPHIC   PRINCIPLES  7 

7.  General  Phonographic  Principles.  The  preceding  careful  study 
and  drill  on  sounds  will  have  prepared  the  student  for  the  following 
general  statements :  — 

a.  Phonography  should  provide  a  separate  sign  or  character  for 
each  simple  sound. 

^..  Tte?  combinations  ch^  th,  sh,  zh,  and  ng  should  be  represented 
respe«^i  ■ /ely  by  a  separate  sign  or  character,  as  they  do  not  have  the 
full  sounds  of  the  letters  that  compose  them,  but  do  have  a  single 
and  indivisible  sound. 

c.  All  repeated  letters,  since  they  represent  but  one  sound,  should 
be  expressed  by  one  si.;,     or  character. 

d.  No  silent  letters  sl^ould  have  representation. 

e.  A  separate  sign  on^character  should  be  provided  for  each  sound 
of  every  vowel,  as  each  of  them  has  two  or  more  sounds. 

/.  Words  pronounced  alike  but  spelled  differently  should  be  writ- 
ten in  precisely  the  same  manner,  and  the  meaning  gathered  from 
the  context,  or  the  thought  contained  in  the  words  preceding  and 
following,  as  is  done  in  conversation. 

g.  A  constant  review  of  spelling  should  be  maintained  during  all 
phonographic  study,  in  order  to  overcome  the  tendency  to  misspell, 
due  to  the  fact  that  spelling  is  necessarily  disregarded  in  phonography. 

8.  Diacritical  Marks.  The  student  will  do  well  to  become  familiar 
with  the  following  diacritical  marks,  or  marks  to  distinguish  between 
different  sounds  of  the  same  letter.  This  knowledge  will  be  found 
useful  when  consulting  a  dictionary  (which  should  be  done  frequently 
in  shorthand  study),  and  will  be  necessary  to  a  clear  understanding 
of  this  work. 

Those  sounds  which  are  so  nearly  alike  that  only  a  scientific 
scholar  would  need  to  make  distinctions,  are  grouped  under  one 
sound  in  all  systems  of  shorthand.  A  comparison  is  made  in  the 
following  table  in  two  lists.  In  the  first  column  the  diacritical  marks 
are  taken  from  Webster's  International  Dictionary ;  in  the  second  the 
marks  that  are  necessary  for  shorthand  work  are  given. 


PHONETIC   INTRODUCTION 


Table  of  Diacritical  Marks 


Webster 


S,  as 
a,  as 

5,  as 
a,  as 
a,  as 
a,  as 
e,  as 
e,  as 
e,  as 
e,  as 
i,  as 
1,  as 
i,  as 

6,  as 
6,  as 
6,  as 
0,  as 
u,  as 
u,  as 
u,  as 
u,  as 
u,  as 
u,  as 

Co,  as 

do,  as 

y,  as 


Phonography 

a,  as  in  ale. 

a,  as  in  am. 


n  ale 
n  air 
n  am 
n  ask 
n  arm 
n  all 
n  eve 
n  event 
n  end 
n  earn 
n  ice 
n  idea 
n  /'// 
n  old 
n  obey 
n  orb 
n  odd 
n  ^ise 
n  unite 

n  rude u,  as  6o  in  food. 

wfuU u,  as  00  in  foot. 

n  ///  ) 

n  urn         ) 

n  moon So,  as  in  moon. 

Vifoot 66,  as  in  foot. 

n  pity y,  as  i  in  ///. 


a,  as  in  arm. 
a,  as  in  all. 

e,  as  in  eve. 

8,  as  in  end. 
e,  as  u  in  up. 

i,  as  in  ice. 

i,  as  in  ///. 

6,  as  in  old. 

6,  as  a  in  all. 
0,  as  in  odd. 

u,  as  in  use. 


ii,  as  in  up. 


9.  Obscure  Vowels.  Unless  there  is  some  definite  understanding 
about  the  treatment  of  obscure  vowels,  there  will  always  be  dis- 
a2:reemcnt    between   the    teacher   and    some   members   of   the  class. 


OBSCURE  VOWELS  9 

Students  of  phonography  constantly  differ  as  to  the  vowel  sounds 
that  are  heard  in  certain  words.  For  instance,  the  second  vowel 
heard  in  the  word  baggage  is  thought  by  some  to  be  5  ;  by  others,  e  ; 
by  still  others,  a.  It  is  sufficient  for  all  practical  purposes  if  the 
student  uses  the  vowel  as  it  sounds  to  him,  but  for  the  work  in  the 
class  room  a  definite  rule  is  necessary. 

Authorities  on  pronunciation  disagree  as  to  the  sound  of  certain 
obscure  vowels.  These  diff^erences  may  be  found  under  discussion 
in  the  introductory  part  of  Webster's  International  Dictionary,  where 
numerous  words  may  be  found  which  contain  obscure  vowels  in  the 
second  syllable.  For  instance,  vowel  a  is  illustrated  on  page  Ixi,  para- 
graph 48,  in  botany,  salary,  village  ;  vowel  e,  page  Ixii,  paragraphs  78, 
90,  and  95,  in  society,  several,  heaven;  vowel  /,  page  Ixiii,  paragraph 
104,  in  visible,  horrible,  visibility ;  vowel  0,  page  Ixiv,  paragraph  124, 
in  actor,  atom,  felon.  A  uniform  rule  is  necessary,  and  the  following 
suggestion  will  probably  be  found  to  be  a  practical  and  helpful  one  :  — 

To  indicate  an  obscure  vowel,  use  a  vowel  sign  which  represents 
the  letter  of  the  alphabet  to  be  expressed,  employing  the  sign  which 
most  nearly  represents  the  sound  of  the  obscure  vowel.  For  instance, 
in  the  word  botany,  give  a  the  sound  oi  d;  in  society,  <?the  sound  of  e; 
in  visible,  i  the  sound  of  / ;  in  actor,  0  the  sound  of  0.  This  is 
a  uniform  rule,  and  is  accurate  enough  for  all  practical  purposes. 
It  must  be  borne  in  mind  that,  although  the  individual  student  may 
use  the  sound  as  it  impresses  him,  the  teacher  must  have  a  uniform 
method  of  representing  these  disputed  sounds. 

Before  r  some  vowels  take  the  sound  of  11  as  in  up.  For  instance, 
the  vowel  e  is  so  sounded  in  err,  her,  infer  ;  i  infr,  bird,  irksome;  0  in 
word,  luork,  worvi.  In  such  cases  it  is  well  to  treat  these  vowels 
uniformly  as  11,  and  thus  remove  any  doubt. 


Part   II 


CONSONANTS  AND  VOWELS 

STRAIGHT    STROKES 

10.  Sound  Alphabet.  In  order  to  meet  the  demands  of  shorthand 
work,  the  sound  alphabet  should  conform  to  certain  natural  require- 
ments ;   namely, 

a.  As  far  as  possible,  each  sound  should  be  represented  by  one 
simple  character.  The  simplest  characters  possible  are  short  straight 
or  curved  strokes  and  small  dots  and  dashes. 

b.  The  sounds  that  occur  most  frequently  should  be  represented 
by  those  strokes  that  are  most  easily  written. 

c.  When  sounds  have  a  strong  resemblance  or  relation  to  each 
other,  characters  which  have  a  strong  resemblance  should  be  selected 
to  represent  them. 

11.  Straight  Strokes.  There  are  ten  straight  strokes  which  are 
used  to  represent  consonant  sounds. 

These  strokes  are  written  and  pronounced  as  follows  :  — 

Sound  Name  kttk        guk       fiiJi     huh       tiih  duh     chiih   juh         ruk     huh 

S^g"  ...^....  _       „\    \ I    __  I /__/ ^^ 

Use  ^uU        ^"'ull        /ug     /'ug     /ug  (i'lig  f//unk/unk  rug     //i:g 

12.  Method  of  Learning.  These  strokes  should  be  thoroughly  mem- 
orized, and  then  written  repeatedly  and  with  great  care  until  the 
hand  executes  them  neatly  and  with  absolute  uniformity  as  to  length, 

lO 


STRAIGHT    STROKES  II 

slant,  and  shading,  Rtih  and  //////  are  written  upward.  It  will  be 
observed  that  light  strokes  represent  light  sounds,  and  heavy  strokes, 
heavy  sounds.  All  the  early  lessons  should  be  treated  as  drawing 
rather  than  writing  lessons.  Study  the  following  simple  diagrams 
until  a  lasting  mental  impression  is  secured.  The  diagrams  should 
be  drawn  at  least  ten  times,  or  oftener  if  their  perfect  mastery  demands 
it.  The  names  and  arrows  need  not  be  drawn,  but  great  care  should 
be  taken  to  write  each  stroke  in  its  proper  direction. 


iA. 


Jl/-.  << 


X'^-^-zfe  Xo^-A         ^^ss^ 

13.  Direction.  These  strokes  are  never  written  except  in  the  direc- 
tions indicated  by  the  arrows,  —  two  to  the  right,  six  downward,  and 
two  upward.  Chiih  and  ruh  are  written  at  different  angles  /^^ 
and  in  different  directions  /^^S^-  Huh  should  be  written  with  the 
same  slant  as  ruh,  and  the  small  hook  should  begin  with  a  horizontal 
movement  to  the  left ;  thus,  <;  ^  ;  not  ^  (^ .  This  is  done  to 
avoid  curving  the  stroke,  for  if  curved  it  would  be  an  entirely 
different  shorthand  character. 

14.  Shading.  Make  light  strokes  very  light  and  heavy  strokes  only 
dark  enough  to  make  a  clear  distinction  between  them  and  the  light 
ones.  Never  retrace  shaded  strokes  ;  they  must  be  written  by  one 
stroke  of  the  pen. 

15.  Length.  The  length  of  strokes  should  be  about  one  fifth  of 
an  inch.  This  length  should  be  diminished,  rather  than  increased, 
as  proficiency  is  attained. 

16.  Distinguishing  Guh  and  Juh.  Guh  is  hard  g  ;  juh  is  either  soft 
g  ox  J.  Do  not  confuse  them.  Compare  gun  with  gin,  gust  with  gist, 
and  the  two  sounds  of  g  in  the  word  baggage. 

17.  Exercise  on  Straight  Strokes.  First  read  Exercise  I  through  with 
care  (reading  by  sound,  not  by  letter),  at  the  same  time  tracing  the 
strokes  with  a  dry  pen  point  or  the  tip  of  a  penholder.     Next,  write 


12  CONSONANTS   AND   VOWELS 

a  number  of  neat,  perfect  copies  of  the  whole  exercise.  Do  not 
presume  to  stop  practicing  on  it  until  every  stroke  is  thoroughly 
memorized  and  can  be  neatly,  easily,  and  rapidly  executed.  Hand 
training  is  fully  as  important  as  head  training.  Each  copy  should 
be  an  improvement  on  the  preceding  one. 

Be  careful  to  observe  four  important  points  with  regard  to  each 
stroke  ;  namely,  slant,  shading,  length,  and  the  direction  in  which  it 
should  be  written. 

Do  not  grasp  the  penholder  tightly.  That  is  useless  effort  and  will 
produce  muscular  trouble.  Turn  the  holder  slightly  to  the  left  to 
draw  guh. 

The  strokes  in  this  exercise  are  written  between  lines.  Shorthand 
characters  are  always  written  with  reference  to  the  line.  This 
gives  the  student  better  opportunity  to  judge  of  the  accuracy  and 
uniformity  of  the  slant  and  length  of  the  strokes. 

Endeavor  to  make  each  copy  better  than  the  preceding  one.  At 
each  stage  of  the  work  the  student  should  be  a  severe  critic  of  his 
own  work.  Set  a  very  high  standard  of  excellence  and  strive  toward 
that  standard  always.  Even  when  one's  best  is  done  there  probably 
is  much  yet  to  accomplish. 

EXERCISE  IX 

=  H  =  ~  WWWW  1 1  1 1 1  I  [I ////////,, 


LONG  VOWEL  SIGNS  13 


LONG   VOWELS 

18.  Vowel  Scale.  Owing  to  the  fact  that  each  of  the  regular  vowels 
has  two  or  more  diflferent  sounds,  a  vowel  scale  representing  twelve 
distinct  sounds  is  necessary.  In  shorthand  outlines,  vowels  are  not 
so  important  an  element  as  consonants ;  therefore  they  are  expressed 
by  less  prominent  characters  than  the  strokes.  Dots  and  small  dashes 
written  beside  the  strokes  are  used  for  this  purpose ;  light  dots  and 
dashes  represent  short  sounds,  and  heavy  dots  and  dashes  represent 
long  sounds. 

19.  Vowel  Sounds.  The  six  long  vowel  sounds  are  found  in  the 
words  lea,  lay.  Id,  law,  low,  loo. 

20.  Vowel  Position.  The  exact  sound  represented  by  a  dot  or  dash 
depends  upon  its  position  in  relation  to  the  consonant  stroke  ;  that 
is,  it  is  placed  at  the  beginning,  middle,  or  end  of  a  stroke.  Those 
placed  at  the  beginning  are  first-place  vowels  ;  those  at  the  middle, 
second-place ;  those  at  the  end,  third-place. 

21.  Vowel  Signs.  To  illustrate  these  six  vowels,  their  signs  are 
here  placed  on  six  tuh  strokes. 

Observe  that  the  dots  and  dashes  are  written  close  to  the  strokes, 
but  that  they  do  not  touch  them. 

Table  of  Long  Vowels 

5,  as  in  be          |  a,  as  in  law 

a,  as  in  bay      \  6,  as  in  low     - 

a,  as  in  bah       I  00,  as  in  loo       J 

22.  Writing  Outlines  in  Position.  The  four  points  upon  which  we 
rely  for  the  correct  reading  of  shorthand  characters  are  the  sounding 
of  the  consonant  outlines  (sometimes  called  the  "skeletons "  of  words), 
the  writing  of  vowels,  the  aid  which  context  gives,  and  writing  out- 
lines in  position.     Of  these,  position  writing  only  needs  explanation. 


14  CONSONANTS   AND   VOWELS 

23.  Rules  for  Position  "Writing.  The  outline  of  a  word  is  placed  in 
position  according  to  its  vowel.  If  the  word  contains  more  than  one 
vowel,  it  is  given  position  according  to  its  accented  vowel. 

Students  should  not  undervalue  the  ability  to  write  outlines  in  posi- 
tion, unhesitatingly  and  unerringly.  The  practice  of  writing  in  posi- 
tion should  be  persevered  in  most  earnestly,  as  it  will  aid  in  developing 
accuracy  and  quick  decision.  The  following  rules  are  to  be  most 
carefully  observed :  — 

a.  When  the  vowel  of  a  word  is  of  the  first  place,  write  the  first 
ascending  or  descending  stroke  above  the  line. 

b.  When  the  vowel  is  of  the  second  place,  write  the  first  ascending 
or  descending  stroke  so  that  it  rests  on  the  line. 

c.  When  the  vowel  is  of  the  third  place,  write  the  first  ascending 
or  descending  stroke  through  the  line. 

d.  An  outline  with  horizontal  strokes  only  is  written  above  the  line 
if  the  vowel  is  of  the  first  place  ;  so  that  the  outline  rests  on  the  line 
if  the  vowel  is  of  the  second  place  ;  entirely  under  the  line  if  the 
vowel  is  of  the  third  place. 

raw       row        rue        eat      ate    add        key         oak        coo         cock  cook 


24.  Use   of  Position.      Hereafter  all  work  should  be  written   in 

position,  according  to  the  foregoing  rules,  even  when  the  vowels  are 
written,  so  that  the  student  may  become  accustomed  to  position 
writing. 

25.  Direction  of  Dash   Vowels.      Dash  vowels  are  written  at  right 

angles  with  the  general  direction  of  the  strokes. 

ode       oak       Joe      coo     toe        raw         awed    caw  auk         ope      hoe 

..-L_.._^__  ./...____.__„]: <:... l...:z.._^.z: ^ ^.... 


LONG    DOT  AND    DASH    VOWELS  1 5 

26.  Order  of  Reading.  In  phonography,  as  may  be  observed  from 
these  illustrations,  the  order  of  reading  is  precisely  as  in  longhand  — 
from  top  to  bottom  or  from  left  to  right.  Therefore,  when  a  vowel 
sign  is  placed  on  the  left  of  an  ascending  or  descending  stroke,  or 
above  a  horizontal  stroke,  it  is  to  be  read  first ;  if  it  is  placed  on  the 
right  of  an  ascending  or  descending  stroke,  or  below  a  horizontal 
stroke,  it  is  to  be  read  after  the  stroke.  Thoughtfully  observe  this 
rule  as  illustrated  in  the  following  words :  — 

eat      tea   age    jay        eke  key         owed   doe     jaw     raw       paw 

JL1../..Z....I: z. A..±../:.<:...1. 

27.  Third-Place  Vowels.  Notice  that  third-place  vowels  are  written 
at  the  end  of  strokes,  not  necessarily  at  the  bottom.  Upward  strokes 
demand  the  sign  for  the  third-place  vowel  at  the  end. 

jaw   Jew       raw       rue  bee         bah     haw         hah  paw  Pa 

Do  not  make  any  vowel  sign  very  heavy,  but  remember  that  these 
six  must  be  written  heavy  enough  to  distinguish  them  from  the  six 
light  dots  and  dashes  that  are  yet  to  be  given. 

28.  Exercise  on  Long  Vowels.  In  writing  the  following  words  into 
neat  shorthand  outlines,  first  determine  the  sounds  of  each  word  by 
pronouncing  the  word  very  slowly,  paying  no  attention  to  its  spelling; 
thus,  bay,  huh-a  ;  toe,  tuh-o  ;  too,  tuh-Uo  ;  each,  e-chuh  ;  Y>^\v,puh-a  ; 
bah,  buh-d.  Having  determined  the  sounds  of  a  word,  next  write  the 
stroke,  being  certain  that  the  correct  one  is  used.  Then  write  the 
proper  vowel  sign  in  its  proper  place  on  the  stroke,  being  careful  to 
place  it  before  the  stroke,  if  it  occurs  first ;  after,  if  it  occurs  last. 

Write  the  shorthand  outlines  beside  a  neatly  arranged  and  care- 
fully written  longhand  list  of  these  words,  arranging  them  in  columns 
and  numbering  exactly  as  in  the  list.    Do  this  in  all  writing  exercises. 


i6 


CONSONANTS  AND  VOWELS 


1.  eat 

2.  tea 
3-  aid 

4.  day 

5.  oak 

6.  coo 

7.  Abe 

8.  beau 

9.  caw 
10.  pea 


11.  hay 

12.  hoe    - 


EXERCISE  X 

21.  eke 

22.  Joe 


13.  age 

14.  jay 

15.  ode 

16.  dough 

17.  paw 

18.  bah 

19.  tow 

20.  ate 


23.  gay 

24.  pah 

25.  jaw 

26.  toe 

27.  bay 

28.  doe 

29.  Coe 

30.  rah 


31.  ray 

32.  chew 
33-   daw  . 
34.  auk 
35-  Poe 
36.  ope 
37-  Ego 

38.  oho 

39.  O'Day 

40.  haw 


29.  Teacher's  Dictation  Exercise.  Tee,  chew,  age,  jay,  pay,  ape, 
jaw,  Jew,  pooh,  Poe,  hay,  haw,  roe,  Ray,  go,  aid,  bee,  chaw,  eight,  toe, 
oat,  day,  daw,  ope,  key,  Abe,  bow,  eke,  raw,  paw,  caw,  ache,  Coe, 
Dee,  oak,  aha,  Ego,  obey,  oho,  oboe. 


CURVED   STROKES 

30.  Vertical  and  Horizontal  Curved  Strokes.  The  remaining  sixteen 
consonant  sounds  are  all  expressed  by  curved  strokes.  They  will  be 
more  easily  learned  if  mastered  in  two  sections  of  eight  each. 

They  are  represented  and  pronounced  as  follows  :  — 


Sound 
name 

Sign 

Use 


um      litnp  (or  uml>)      tin  ung 


thuh    thuh  (heavy) 

..( (... 


suh  zuh 

.1.1. 


chuw   chu7«/  [umier)    su>t        sn/ig 


Icit/i  la//ie 


hus  buzz 


31.  Stroke  for  Ump  and  Umb.  The  stroke  for  2im/>  is  used  for  two 
sounds,  for  the  reason  that  it  is  not  needed  for  any  simple  sound  and 
because  the  strokes  for  urn  and  pu/i  join  awkwardly.  The  same  stroke 
is  for  the  same  reasons  used  to  express  the  union  of  «;«  and  duA. 
The  words  containing  these  sounds  are  comparatively  few  hence 
there   is   little  difficulty  in  determining  which  is  intended. 


CURVED   STROKES  1/ 

33.  Method  of  Learning.  Memorize  these  strokes  by  the  use  of 
these  simple  diagrams — light  and  shaded  arcs,  or  portions  of  a  circle. 
The  dotted  lines  represent  the  eight  strokes  yet  to  be  learned.  The 
eight  strokes  now  presented  are  always  written  in  the  directions  indi- 
cated by  the  arrows  ;  four  to  the  right,  four  downward. 

um  ump  or  umb 

..-^"^^^^"N.  /'^^^^'X  /^-~^  Exact  Rela- 

thuhfr  iWh  thuh/f  l^zuh  f\  |\tive  Position 

VV  */  U  //  V  I  /    OF  Curves 

\  /  \j_  _i/ 

X.>_^y'  >j_~___^    (Enlarged) 

ung 


y 


33.  Two  Sounds  of  Thuh  distinguished.  In  order  to  make  a  distinc- 
tion between  the  two  sounds  of  t/iu/i,  in  the  future  when  the  heavy 
sound  is  referred  to  it  will  be  printed  thus,  ^u/i.  Suh  and  the  light 
stroke  for  thuh  have  a  distinct  hissing  sound,  but  their  mates  have 
voiced  sounds.  The  difference  between  light  and  heavy  thuh  may 
be  observed  in  the  words  //nn,  /^en,  baM,  ba//^e.  The  pen  should  be 
turned  slightly  to  the  left  in  writing  ump,  as  in  guh. 

34.  Writing  Vertical  Curves.  Be  very  careful  to  make  thuh,  thuh, 
suh,  and  zuh  perfectly  upright ;  otherwise,  they  will  resemble  some 
of  the  strokes  that  are  yet  to  be  introduced.  To  overcome  a  tendency 
to  slant  them,  it  is  well  to  write  a  series  of  tuKs  and  place  these 
four  strokes  on  them. 

(] i <^ .(] ..i I)......J....i. 

35.  Shading  Curved  Strokes.  All  shaded  curved  strokes  should  be 
made  thickest  at  the  middle,  with  light  ends. 

.(. .(......_._.) )....-^...^.....w w. 

36.  Exercise  on  Consonants.  Read  the  following  exercise  through, 
tracing  and  reading  by  correct  sounds,  then  write  several  perfect 
copies.      Remember  that   the   successful  mastery  of  the   alphabet, 


l8  CONSONANTS   AND  VOWELS 

mentally  and  manually,  means  a  good  foundation  for  future  work.  Do 
not  make  the  strokes  longer  than  in  the  exercise.  Be  careful  about 
uniformity  of  length  and  shading.  Make  curved  strokes  somewhat 
flat,  rather  than  deeply  arched. 

EXERCISE  XI 


37.  Proper  Names.  Two  parallel  marks  beneath  an  outline  indicate 
a  proper  name ;  thus,  Sioux    )_  . 

38.  Transcribing  from  Shorthand.  Make  a  carefully  written  trans- 
lation of  the  following  reading  exercise  after  sounding  and  tracing 
each  word.  Arrange  the  list  neatly,  so  that  it  may  be  easily  examined. 
Do  this  in  all  subsequent  exercises.  Remember  that  neat  and  care- 
ful penmanship,  always  persevered  in,  leads  to  better  control  of  the 
hand  in  shorthand  work.  IjC  very  careful  with  the  spelling;  consult 
a  dictionary  without  hesitation,  and  frequently,  if  necessary.  If  one 
cannot  spell  correctly,  or  is  not  willing  to  work  in  order  to  make  him- 
self a  good  speller,  he  has  but  little  hope  of  success  in  shorthand  work 


CURVED   STROKES  19 

EXERCISE  xn 


Do  not  proceed  unless  perfectly  familiar  with  the  eighteen  conso- 
nants already  presented.  Mastery  now  means  no  review  later  on, 
and  no  confusion  with  the  remaining  strokes  of  the  alphabet. 

39.  Inclined  Curved  Strokes.  There  are  but  eight  consonant  strokes 
yet  to  be  mastered. 

They  are  represented  and  pronounced  as  follows  :  — 

Sound        /uA  yuh  ur  wuh  fuh  vuh  shuh  zhuh 

name 

Sign     r r :^ :> v. k, j j 

Use  /earn      ^earn        urn  a/on  _/un  z'ain  j^un         aaure 

The  former  diagrams  may  be  adapted,  with  changes,  to  a  study  of 
these  eight  consonants.  The  dotted  lines  represent  the  consonants 
recently  mastered.  It  will  be  noticed  that  luh  and  ytih,  as  well  as 
ur  and  7uiih,  are  not  closely  related  in  sound,  or  mated,  as  are  all  the 
other  consonants  except  r-uh  and  hiJi. 


fuh  \     y'shuh  vuh  V...^'  zhuh  \-J^  (Enlarged; 


Exact  Slant 
OF  Curves 


40.  Direction  of  Luh.  Do  not  fail  to  notice  that  of  these  eight 
strokes,  hih  only  is  written  upward.  Observe,  also,  that  luh,  a  light 
stroke,  is  written  upward ;  while  its  mate,  yuh,  a  heavy  stroke,  is 
written  downward.  Do  not  fail  to  remember  and  practice  this.  Ur 
is  another  form  of  r.     Ruh  is  used  in  such  words  as  rub  and  berry, 


20  CONSONANTS    AND   VOWELS 

where  a  vowel  follows  the  r  \  ur  is  used  in  words  like  urn  and  /ur, 
where  a  vowel  precedes  the  r. 

41.  Breath  Sounds.  J^uA  and  sM/i  have  a  distinct  hissing  sound, 
while  their  mates  have  voiced  sounds.  This  makes,  in  all,  four  hiss- 
ing, or  breath  sounds,  in  which  the  breath  is  blown  through  the  teeth 
or  lips  —  st(/i,  thuh,  fuh,  and  shuh. 

42.  Exercise  on  All  the  Consonants.  Read  and  trace  Exercise  XIII 
with  care,  naming  each  sound.  Next  write  several  absolutely  perfect 
copies,  using  great  care  with  regard  to  uniformity  of  size  and  correct- 
ness of  slant.     Do  not  write  one  character  in  the  wrong  direction. 

EXERCISE  Xm 


43.  Review.  If  each  consonant  stroke  and  sound  is  now  thor- 
oughly mastered  by  both  mind  and  hand,  a  good  foundation  for  further 
study  has  been  laid  ;  if  not,  it  is  needless  to  proceed,  as  the  study  of 
phonography  cannot  be  successfully  pursued  without  a  thorough 
knowledge  and  control  of  the  entire  alphabet.  Until  it  is  completely 
mastered,  review,  review,  review,  and  let  all  else  be  forgotten  until 
that  is  accomplished. 


RULES   FOR  JOINING    CONSONANTS 


21 


JOINED   CONSONANTS 

44.  Rules  for  joining  Strokes.  Comparatively  few  words  are  writ- 
ten with  but  one  consonant  stroke  ;  many  words  require  from  two  to 
five  strokes  to  form  the  "  skeleton  "  of  the  word.  The  following  rules 
for  joining  consonants  are  very  important :  — 

a.  When  consonants  are  to  be  joined,  never  lift  the  pen  until  all 
the  strokes  of  the  word  have  been  written,  each  in  its  proper  direc- 
tion, the  second  beginning  where  the  first  ends,  the  third  commencing 
where  the  second  ends,  etc.    Insert  vowels  after  the  outline  is  finished. 

The  outlines  which  follow  in  paragraphs  b  toy  and  in  Exercise  XIV 
are  not  outlines  for  words  ;  hence  they  are  all  written  in  the  second 
position  and  illustrate  merely  the  correct  method  of  writing  joined 
consonants. 

b.  The  first  upward  or  downward  stroke  should  rest  on  the  base 
line,  and  attached  strokes  may  go  where  they  must,  without  regard 
to  the  line. 


c.  Outlines  containing  only  horizontal  strokes  should  rest  on  the 
line. 


d.  When  two  strokes  join  without  an  angle,  they  should  be  made 
with  a  continuous  motion,  light  strokes  being  tapered  into  heavy,  or 
heavy  strokes  into  light  ones. 


22 


CONSONANTS   AND   VOWELS 


e.  When  an  outline  begins  with  a  horizontal,  followed  by  a  descend- 
ing stroke,  the  horizontal  stroke  should  be  written  high  enough  to 
allow  the  descending  stroke  to  rest  on  the  base  line. 


..-^..n.:^. 


:7.Q.^. 


f.  When  standing  alone,  luh  is  always  written  upward  and  shuh 
downward,  but  when  joined  to  other  strokes  they  may  be  written 
either  upward  or  downward.    This  is  done  to  give  good,  clear  angles. 


> 


The  foregoing  principles  should  be  thoroughly  understood  before 
Exercise  XIV  is  attempted. 

45.  Exercise  on  Joined  Consonants.  Sound,  trace,  and  make  several 
perfect  copies  of  the  following  exercise  :  — 


EXERCISE  XIV 


COMMON   ERRORS    ON    CONSONANTS  23 

46.  Review.  If  the  work  thus  far  performed  has  been  executed 
with  thought  and  care,  and  according  to  directions,  every  stroke  is 
perfectly  familiar,  the  hand  executes  it  readily,  accurately,  smoothly, 
it  is  joined  to  other  strokes  properly,  and  written  with  a  proper 
regard  to  the  base  line.  If  these  results  have  not  been  attained, 
review  is  absolutely  necessary. 

47.  Common  Errors  on  Consonants.  A  list  of  the  most  common 
errors  made  by  beginners  in  phonography,  if  carefully  considered, 
ought  to  be  of  great  service  to  the  student. 

The  following  are  common  errors  on  consonant  strokes :  — 

a.  Failing  to  slant  pu/i,  biih,  chuh,  Juh,  fuh,  vuh,  shuh,  and  zhuh 
sufficiently. 

b.  Failing  to  write  iuh,  duh,  thuh,  t^iuh,  su/i,  and  zuh  perfectly 
upright. 

c.  Failing  to  write  chuh  downward  or  ruh  upward. 

d.  Writing  any  stroke  except  ruh,  huh,  or  Iuh  upward  when  stand- 
ing alone. 

e.  Writing  r«/?  upward  because  !uh  is  so  written. 

f.  Curving  the  huh  stroke. 

g.  Mistaking^////  iovj'uh,  or  vice  versa. 

h.  Lifting  the  pen  before  finishing  all  the  strokes  in  a  word. 

/.  Beginning  a  horizontal  stroke  on  the  line  when  it  is  followed  by 
a  descending  stroke. 

J.  Failing  to  have  it  clearly  settled  in  the  mind  when  a  vowel  is 
definitely  and  certainly  placed  before  or  after  a  stroke. 

h.  Tendency  to  write  the  first  stroke  of  a  word,  and  then  a  vowel 
which  follows  it,  rather  than  finishing  all  the  consonants  and  then 
placing  the  vowels. 

/.  Failing  to  appreciate  the  fact  that,  as  the  consonants  repre- 
sent a  new  alphabet,  great  care  must  be  used  in  memorizing  the 
strokes,  and  greater  care  in  writing  them.  Remember  that  it  is 
control  of  hand  that  bothers  most  shorthand  pupils,  and  practice 
accordin£;lv. 


24  CONSONANTS   AND  VOWELS 


WORD    SIGNS 

48.  Principles  of  Abbreviation.  Owing  to  the  fact  that  fully  one 
half  of  the  words  used  in  ordinary  correspondence  and  conversation 
occur  with  very  great  frequency,  a  great  saving  of  time  is  effected 
by  the  use  of  brief  and  appropriate  signs  for  many  of  these  words. 
This  shortening  method  is  employed  in  phonography  in  connection 
with  a  few  hundred  words  only,  and  it  is  highly  essential  that  the 
student  should  regard  the  memorizing  of  these  signs  as  a  matter  of 
the  greatest  importance. 

In  this  method  of  abbreviation,  the  following  principles  are 
employed :  — 

a.  A  simple  stroke  is  used  for  a  word  in  which  that  stroke  is  the 
only  consonant,  the  vowel  being  omitted  and  the  stroke  written  in 
position  as  far  as  possible.  By  writing  the  stroke  in  position  is 
meant  the  placing  of  that  stroke  above  the  line  of  writing  if  its  vowel 
is  of  the  first  place  ;  on  the  line  if  its  vowel  is  of  the  second  place ; 
through  the  line  if  its  vowel  is  of  the  third  place.  If  the  vowel  is  of 
the  third  place,  and  the  stroke  horizontal,  it  is  written  under  the  line. 

b.  One  or  two  suggestive  strokes  are  used  to  represent  a  word 
when  the  word  contains  several  consonants.  This  principle  is  like 
the  use  of  a  few  letters  of  a  word  as  an  abbreviation  for  that  word, 
and  is  termed  a  cofiiraction. 

c.  Some  brief  but  arbitrary  character  is  used  for  a  word  which 
cannot  be  readily  expressed  by  a  more  suggestive  sign. 

49.  Definitions.  A  word  sign  is  the  sign  which  is  used  to  represent 
a  word ;  a  sign  word  is  the  word  which  the  sign  represents. 

50.  Method  of  Learning.  First  memorize  the  following  signs,  and 
then  w'rite  each  with  care  and  great  frequency  until  both  mind  and 
hand  are  quite  familiar  with  them. 

Cover  the  sign  words  with  a  piece  of  heavy  paper  and  try  to  name 
each  of  them  while  looking  at  the  word  signs.     Next  cover  the  word 


'  WORD-SIGN   EXERCISES  2$ 

signs  and  try  to  write  them  while  looking  at  the  sign  words.    Perse- 
vere in  this  practice  until  each  sign  in  each  list  is  very  familiar. 

61.  One  Stroke  representing  Several  Words.  When  a  hyphen  is  used 
between  a  word  and  letters  which  follow,  it  indicates  that  the  same 
word  sign  is  used  to  represent  the  word  and  those  which  are  formed 
by  the  addition  of  the  letters  after  the  hyphen ;  thus,  improve-d-ment 
means  that  the  words  improve,  improved,  and  improvement  are 
expressed  by  the  word  sign  which  is  written  beside  them.  It  will  not 
be  found  difficult  to  determine  which  word  is  intended  when  the  sign 
is  used  with  a  sentence,  as  the  context  will  readily  make  it  evident. 
When  a  comma  is  used  between  words,  it  indicates  that  both  words 
are  represented  by  the  same  stroke. 

First  List  of  Word  Signs 

Without  Vowels: 

/each        I  ^~^    "*® 

_\be ^^    I  do      ^^^re    ^though  ,,^__^  no,  know^,.^  JP^y   _        ) 


^ . ^_so 

own       -'    -"-  '- 


Arbitrary: 


•  fhe                   \  all                    I  already,  awe-d  /   ought,  aught 
^  a .vA°9iJ^^9 I. -before ^_  who 

I  oh,  owe-d 

52.  Transcribing  Sentences.  The  following  sentences  should  be 
translated  into  neatly  written  longhand,  and  then  carefully  practiced 
in  shorthand  several  times  :  — 


26  CONSONANTS   AND   VOWELS 


A 


.^:_b..r_i 


53.  Sentence  Exercises.     Write  neat  and  accurate  shorthand  outlines 

for  the  following  sentences,  and,  after  they  have  been  found  to  be 
correct,  practice  them  several  times.  In  all  writing  exercises  of  Part 
II  the  student  will  be  asked  to  write  words  which  require  only  the 
upward  strokes  for  /  and  r.   Write  all  outlines  in  position  ;  see  page  14. 

EXERCISE  XVI 

1.  They  know  me  ;  do  they  know  Eve  too  ?  2.  They  saw  the 
Pope  age  each  day.  3.  They  who  ought  may  say  they  saw  the  gay 
show.  4.  Heed  the  rogue  who  owes  Esau  the  fee.  5.  Before  they 
go,  name  the  day.  6.  Oh,  no;  they  may  all  see  the  game,  7.  All 
who  take  the  oath  may  go.  8.  They  who  owe  Lou  may  pay  me. 
9.  Though  she  show  faith,  she  may  be  a  thief.  10.  Already  they  say 
they  saw  Paul  shake  a  rogue.  11.  They  say  Ray  Shaw  saw  Job  Ego 
all  the  day.  12.  They  who  shape  a  keel  do  take  the  oak.  13.  The 
sheep,  too,  may  say  "bah."  14.  They  who  are  meek  may  own  faith. 
15.   So  Abe  Roach  rowed  a  league  too. 


SHORT  VOWEL   SIGNS  2/ 

SHORT  VOWELS 

54.  Light  Dot  and  Dash  Vowels.  There  are  six  short  vowel  signs 
yet  to  be  learned.     The  sound  of  each  is  found  in  the  following 

words :    ill,  ell,  Al  (abbreviation  of  Albert),  cot,  cut,  could. 

To  illustrate  their  positions,  they  are  placed  on  six  tuh  strokes. 

Table  of  Short  Vowels 

i,  ds  in  //        I  8,  as  in  odd     1 

e,  as  in  Ed    ■[  u,  as  in  up       -I 

S,  as  in  add  J  66,  as  in  hood    \ 

55.  Method  of  Learning.  The  student  may  have  some  difficulty  in 
getting  a  clear  and  distinct  sound  for  each  of  these  vowel  sounds,  and 
yet  they  are  sounds  that  are  in  constant  use.  To  pronounce  any 
of  the  vowels  accurately,  say  the  word  slowly,  make  audible  only  the 
vowel  sound  that  it  is  desired  to  pronounce,  and  simply  breathe  the 
other  sounds. 

These  six  sounds  will  probably  be  learned  more  easily  if  memo- 
rized in  connection  with  the  long  vowels.  To  this  end,  the  following 
sentence  is  introduced  in  the  hope  that  the  student  will  repeat  it  very 
frequently,  until  each  sound  is  familiar  and  its  sign  under  control:  — 

He  gave  Pa  all  those  boots  since  Ed  and  John  cut  wood. 

No  literary  value  is  claimed  for  this  sentence ;  it  may  be  very 
useful,  nevertheless.  It  contains  but  twelve  words  of  one  syllable 
each,  and  each  word  has  but  one  vowel  sound.  The  sentence  should 
be  repeated  every  day  for  several  weeks,  and  the  signs  imagined  as 
the  sound  of  each  is  spoken. 

56.  Exercise  on  Long  and  Short  Vowels.  Make  a  neat  translation  of 
the  following  exercise  after  tracing  and  sounding  each  outline :  — 


28 


CONSONANTS   AND  VOWELS 


EXERCISE  XVn 


A_zi..uZ._l4.2.._^.L..^..A_.^._l.;L..j^ 


57.  Treatment  of  Final  Y.     Observe  again  that  words  ending  in  y 

have  either  the  long  sound  of  /  or  its  short  sound,  / — not  <?;  thus, 
yfy  (long  /)  ;  yf/Zy  (short  /).  Either  sound,  of  course,  would  give  the 
word,  but  a  light  dot  is  more  easily  written  than  a  heavy  one. 

58.  Exercise  on  Short  Vowels.  Write  the  following  exercise  neatly :  — 


EXERCISE  XVIII 

I. 

add 

II. 

nip 

21.  Dickey 

31- 

Edith 

2. 

etch 

12. 

Eddy 

22.  hip 

32. 

doggy 

3- 

edge 

13- 

itchy 

23.  heap 

33- 

jockey 

4- 

Ann 

14. 

Annie 

24.  pitch 

34- 

veto 

5- 

ash 

15- 

alley 

25.  peach 

35- 

Osage 

6. 

ill 

16. 

abbey 

26.  page 

36. 

adage 

7- 

ell 

17- 

oozy 

27.   odd 

37- 

pity 

8. 

ease 

18. 

eighty 

28.   alp 

38. 

Maumee 

9- 

off 

19. 

Eva 

29.   audit 

39- 

aunty 

o. 

Emma 

20. 

Dick 

30.   attic 

40. 

rosy 

59.  Teacher's  Dictation  Exercise.  Ate.  Ed,  big,  off,  knob,  ship,  chop, 
chalky,  Kitty,  giddy,  body,  job,  pitch,  pith,  pitchy,  Ada,  baby,  ditto, 
dig,  ask,  ashy,  see,  alley,  asp,  coffee,  cosy,  kith,  gauzy,  gig,  jig,  choppy, 
thick,  waylay,  limb,  hip,  top,  Haiti,  bob,  Maumee,  jockey,  Johnny,  fish, 
rip,  pop,  itchy,  Ella,  attic,  fop,  us,  elbow. 


WORD-SIGN   SENTENCES  29 

WORD    SIGNS 

Second  List  of  Word  Signs 
Arbitrary  : 

sof             lOr               ^on         I.            ,v        /he  (downward) 
^??i-??.4:....  .\i9 >  ^HLw -  should  >  ^  P  

Contractions  : 

I  time  I  dollar  /which  y  advantage 


sh.qE? I /.-/- /../. 

\  I  had  /much  ^ large 

-kingdom,  common  give-n 

^_come_ jp'^gthgr <:^h°}y. 


60.  Transcribing  Sentences.  After  the  above  signs  have  been  mem- 
orized, and  the  student  has  written  the  signs  and  repeated  the  words 
for  which  they  stand,  the  work  of  transcribing  and  writing  sentences 
is  in  order.  Translate  into  neat  longhand,  and  then  practice  several 
times  in  shorthand,  the  following  sentences :  — 


EXERCISE  XIX 


...i..x.-. -:5.-r_. I: 


.X 


A. 


■  IL 
Li... 


i}i^  .    1'   L ., 


■^ 


30  CONSONANTS   AND   VOWELS 


6    ' 


J  J    ^V 


2 X • -Sjw-l-1 ^ ^_: .• <^-J-...'S~^.ii.. 


8..z._.L_z.i.L..._...;^...i.r:::^j. 


I  o  Z....L .  ...y... /.._=...x.:..x L..^..... 


/- 


-x 


EXERCISE  XX 


1.  They  owe  a  dollar,  and  may  pay  it  to  us  before  they  go.  2.  They 
hope  to  keep  together  all  the  time  they  are  away.  3.  Do  they  know 
which  of  us  they  saw  on  the  coach  ?  4.  They  may  be  of  much  advan- 
tage should  they  be  given  to  me.  5.  She  saw  a  large  ball  on  the 
dock.  6.  Do  no  wrong,  and  Mary  may  come  to  see  us.  7.  They 
who  teach  Lou  each  day  should  know  the  law  of  the  kingdom. 
8.  They  say  she  had  the  advantaQ:e  all  the  day.  9.  He  may  give  me 
a  common  lock  and  key.  10.  They  may  go  away  together  if  they 
come  in  time.  11.  Before  they  go,  bake  a  loaf  of  cake  and  give  it 
to  me.  12.  A  holy  faith  may  take  away  much  shame.  13.  They  go 
to  the  lake  or  bay  to  bathe.  14.  He  may  go  to  see  both  Joe  Shaw 
and  Ann  Ash.  15.  She  should  take  the  bow  and  give  me  a  dollar. 
16.  They  who  owe  much  should  pay  all  of  it.  17.  Show  me  the 
ball  and  Joe  may  see  the  joko.  18.  She  saw  a  large  beach  on  the 
road  to  the  bay.  19.  Take  the  peach  which  they  saw  on  the  beach 
and  give  it  to  Dora.  20.  They  may  see  the  large  fish  on  the  dish. 
21.  Dig  deep  in  the  ditch  and  see  if  they  had  the  hoe.  22.  He  should 
knock  at  the  lodge  and  see  if  they  own  the  dollar.  23.  They  should 
show  it  to  May  before  'hey  take  it  away.  24.  Abe  may  take  the  ship 
to  the  dock.      25.   All  should  take  time  to  be  holy. 


RULES  FOR  VOWELS  BETWEEN  STROKES      31 

VOWELS  BETWEEN  STROKES 

61.  Rules  for  writing  Vowels  between  Consonants.  Owing  to  the 
great  variety  of  angles  that  are  formed  by  consonant  strokes  when 
joined  together,  a  uniform  set  of  rules  for  placing  vowels  that  occur 
between   consonants    is   necessary.     These  rules  do  not  relate  to 

vowels  that  begin  words,  as  the  first  vowel  in  adage     \  or  opaque 
X       ;  or  to  vowels  that  end  words,  as  the  last  vowel  in  decay  I 

r 

or  depot  I     .    They  relate  entirely  to  sounds  that  occur  between  any 

two  strokes. 

In  presenting  these  rules,  it  is  thought  best  to  introduce  that 
w'hich  relates  to  second-place  vowels  first,  as  it  is  more  difficult. 

a.  Rule  for  Second-Place  Vowels.  When  a  second-place  vowel  occurs 
between  two  strokes,  if  it  is  a  long  sound,  place  it  after  the  first 
stroke ;  if  it  is  short,  place  it  before  the  second  stroke. 

make  muck  rogue  rug       faith  fetch         cake  keg      page 


> 


There  are  but  two  long  second-place  vowels  {a  and  ^),  and  both 
are  placed  after  the  frst  stroke  ;  and  but  two  second-place  short 
vowels  {e  and  //),  and  both  are  placed  before  the  second  stroke. 

h.  Rule  for  First-Place  Vowels.  All  first-place  vowels  occurring 
between  consonants  are  written  after  the  first  stroke. 

peak  chalk       tip  poll       deep         caulk  rich  chop 

V  r  ' — -    ^ 


Avoid    this    error:     keep    '      \,    not  N^ ;    talk  f     ,    not  I       ; 

cock  1 .  not         I        . 


32  CONSONANTS   AND   VOWELS 

c.  Rule  for  Third-Place  Vowels.     All  third-place  vowels  occurring 
between  consonants  are  written  before  the  second  stroke. 


book  catch       coolc        char       hoot      patch  look 


-t"--^^^- 


Avoid  this  error :  hood  ^,^^,  not  ^^.-^ ;  gag  •  ,  not 

book   \      , ,  not  \, 


62.  Vowels  Written  with  more  than  Two  Strokes.  As  there  may  be 
three  or  more  strokes  in  a  word,  it  should  be  observed  that  when  the 
rule  refers  to  placing  a  vowel  offer  the  first  consonant,  it  means  the 
/irsf  of  those  two  between  which  it  occurs  ;  likewise,  when  it  refers 
to  placing  a  vowel  before  the  second  stroke,  it  means  the  second  of 
those  two  between  which  it  occurs.  If  this  is  not  understood,  vowels 
will  be  placed  after  the  first  stroke,  for  instance,  when  they  should 
be  placed  after  the  third  stroke.  Notice  the  application  of  these 
rules  in  the  following  words  :  — 

pillage  perish       cabbage        anatomy         catechetic  efiiciency 

(9      \   ./,      -.       ^        -^.  "^-J^ 


63.  A  Briefer  Rule.     Pupils  who  prefer  to  memorize  a  short  rule, 

and  who  will  apply  it  to  every  vowel  they  place  between  strokes,  will 
appreciate  the  brevity  and  clearness  of  the  following  single  rule  for 
placing  vowels  between  strokes.  In  memorizing  this  rule,  the  pfupil 
should  be  very  particular  not  to  make  a  mistake  concerning  any  of 
the  words  printed  in  italics. 

All  first-place  vowels  and  second-place  lo7ig  vowels  occurring  be- 
tween two  consonants  are  written  after  the  stroke  immediately /r^- 
ceding  them  ;  all  third-place  vowels  and  second-place  short  vowels  are 
written  If  ore  the  stroke  immediately  y6'//6'Zt////^  them. 


VOWELS   BETWEEN   STROKES 


33 


EXERCISE  XXI 


64.  Exercise  on  Vowels  between  Strokes.  In  writing  the  following 
words  into  correct  shorthand,  first  determine  each  sound,  then  write 
all  the  consonant  strokes  without  lifting  the  pen,  and  finally  write  any 
vowels  that  occur.  Carefully  apply  the  rules  for  placing  vowels  that 
occur  between  strokes,  if  dealing  with  vowels  that  do  occur  so. 
Otherwise,  ignore  the  rules.  Every  error  that  is  made  will  cause 
trouble  in  getting  rid  of  such  mistakes.  Be  very  careful.  Make 
several  perfect  copies,  and  treat  all  subsequent  exercises  in  the  same 
manner. 


EXERCISE  xxn 


1.  sheep 

2.  lick 

3.  balk 

4.  chop 

5.  poach 

6.  touch 

7.  shave 

8.  death 

9.  peach 
10.  patch 


11.  meadow 

12.  daisy 

13.  embassy 

14.  doom 

15.  shook 

16.  pitchy 

17.  hurry 

18.  reap 

19.  penny 

20.  happy 


21.  hang 

22.  havoc 

23.  infect 

24.  pigmy 

25.  knickknack 

26.  nominee 

27.  calico 

28.  intimacy 

29.  mulberry 

30.  hubbub 


31.  navigate 

32.  mimic 

33.  moneyed 

34.  maggoty 

35.  indemnity 

36.  dimming 

37.  cockney 

38.  coquette 

39.  entombing 

40.  embellish 


34 


CONSONANTS   AND   VOWELS 


65.  Teacher's  Dictation  Exercise.  Engage,  dumping,  malady,  Dutch, 
batch,  booty,  baggage,  Dakota,  bedeck,  tobacco,  bevy,  juicy,  Jenny, 
covey,  fang,  thick,  honey,  hung,  camp,  head,  neck,  topic,  naughty, 
knotty,  roach,  became,  becalm,  limb,  lip,  limbo,  ambush,  damage, 
notary,  indemnity,  mammoth,  cockney,  apology,  monopoly,  chimney, 
infect,  shaggy,  shallow,  emphatic,  hunchback,  impeaching,  pumping, 
nutmeg,  evoked,  entomb,  antimony. 

66.  Common  Errors  on  Vowels,  Study  to  see  whether  any  of  the 
following  errors  are  being  made  :  — 

a.  Mistaking  a  for  o  ;  compare  tar,  top ;  far,  fop;  cart,  cot. 

b.  Mistaking  a  for  o  ;  compare  caught,  cot ;  naught,  not ;  naughty ^ 
knotty. 

c.  Mistaking  u  for  oh  ;  compare  cut,  cook;  luck,  look;  -tuck,  took. 

d.  Mistaking  ^  for  ^  ;  compare  boot,  book;  hoot,  hood;  pool,  pull. 

e.  Writing  vowels  that  begin  or  end  words  as  though  they  were 
governed  by  the  rules  in  Section  58. 

f  Failing  to  locate  a  vowel  between  those  two  consonants  with 
whic!h  it  is  sounded. 


EXERCISE  XXIII 

I. 

leap 

14. 

naughty 

27. 

tuck 

2. 

lip 

15- 

knotty 

28. 

took 

3- 

chalk 

16. 

luck 

29. 

touch 

4- 

chock 

17- 

look 

3°- 

navy 

5- 

bake 

18. 

pool 

31- 

fellow 

6. 

beck 

19. 

pull 

32. 

rosy 

7- 

joke 

20. 

ask 

ZZ- 

mellow 

8. 

jug 

21. 

atom 

34- 

opaque 

9- 

move 

22. 

attack 

35- 

bouquet 

10. 

hood 

23- 

decay 

36. 

shaky 

11. 

map 

24. 

haughty 

37- 

choppy 

12. 

paddy 

25- 

body 

38. 

heavy 

13- 

neck 

26. 

ready 

39- 

Harry 

40.  picnic 

41.  log-book 

42.  wreckage 

43.  pillage 

44.  locate 

45.  legatee 

46.  veto 

47.  debauch 

48.  bedaub 

49.  cockade 

50.  cockatoo 

51.  chickadee 

52.  roguish 


DIPHTHONGS   AND   TRIPHTHONG  35 

DIPHTHONGS 

67.  Definitions.  A  diphthong  is  the  union  of  two  vowel  sounds  in 
one  sound.  When  pronounced  very  slowly,  it  becomes  evident  that 
diphthongs  are  composed  of  two  sounds  ;  as  ordinarily  spoken,  they 
appear  as  one  sound. 

In  phonography  there  are  three  diphthongs:  a  and  e  make  our 
familiar  sound  of  /;  a  and  e  make  oi  \  a  and  00  make  ow. 

A  triphthong  is  the  union  of  three  vowel  sounds  in  one  sound. 
The  three  sounds  00,  a,  and  e  make  the  sound  of  wl. 

68.  Writing  Diphthongs.  Being  compound  in  sound,  diphthongs 
have  a  compound  representation.  They  must  be  made  very  small 
and  without  lifting  the  pen  ;  that  is,  the  sign  for  i  should  be  written 
with  a  downward  and  an  upward  stroke,  oi  and  ow  with  an  upward 
and  a  downward  stroke.  They  must  also  be  made  to  open  invariably 
directly  upward  or  downward. 

These  four  combinations  of  sounds  are  expressed  by  small  angular 
signs  in  position  on  the  strokes. 
Diphthongs  are  treated  as  vowels. 

Table  of  Diphthongs  and  Triphthong 

Diphthongs       .      /,  as  in  isle       ;  oi,  as  in  oil       ;  ow,  as  in  owl 

I  I  aI 

LI 

Triphthong wi,  as  in  wife 

69.  Position  of  Diphthongs.  Notice  that  /  and  oi  are  written  in 
the  first  place  ;  ow  in  the  third  place.  There  is  no  second-place 
diphthong.    Between  strokes,  ow  is  written  before  the  second  stroke. 

When  a  diphthong  begins  or  ends  a  word  and  can  be  joined  read- 
ily and  with  a  good  angle,  it  may  be  attached  at  the  beginning  or  end 
of  the  stroke  ;   as  in  ivy,  oil,  and  thou. 


36 


\ 


DIPHTHONGS 
EXERCISE  XXIV 


3-:^. (- A.-;^,- - 


<^  < 


->■ 


"YC   ) 


EXERCISE   XXV 

I. 

guy 

14. 

toil 

27. 

annoy 

40. 

doughty 

2. 

coy 

IS- 

gouge 

28. 

deny 

41. 

dime 

3- 

Dow 

16. 

dyke 

29. 

avouch 

42. 

pica 

4- 

sigh 

17- 

coil 

3°- 

ossify 

43- 

pipe 

5- 

joy 

18. 

downy 

31- 

chime 

44. 

mime 

6. 

cow 

19. 

allied 

32. 

high 

45- 

gibe 

7- 

ice 

20. 

rowdy 

ZZ- 

icy 

46. 

tile 

8. 

nigli 

21. 

allowed 

34- 

Ida 

47- 

coyly 

9- 

tliou 

22. 

fife 

35- 

noisily 

48. 

alloyed 

lO. 

by 

23- 

envoy 

36. 

belie 

49. 

roily 

1 1. 

boy 

24. 

mouth 

37- 

wight 

5°- 

pouch 

12. 

bow- 

25- 

ivy 

3S. 

wife 

51- 

dowry 

13- 

type 

26. 

avow 

39- 

espy 

52. 

dowdy 

70.   Teacher's  Dictation  Exercise.     Shy,  toy,  cow,  rye,  Roy,  row,  by, 

boy.  bow,  knife,  mighty,  decoy,  enjoy,  gouty,  pouch,  dowdy,  vouch, 
defy,  annoy,  belie,  lounge,  boil,  couch,  hide,  Isaac,  sigh,  thou,  wife, 
wide,  revive,  alive,  tidy,  doily,  endow,  mileage,  vilify,  mica,  item, 
pipe,  rowdy,  roily,  allowed,  allied,  alloyed,  doughty,  Ida,  espy,  ivy, 
Downey,  noisy. 


COALESCENTS  37 

Punctuation  Marks 

71.   Shorthand  Punctuation.     The  following  are  all  the  marks  of 
punctuation  that  are  necessary  in  phonography  :  — 


Period  x  or  /  ;  quotation  marks  " "  or  <'  ^ ;  interroga- 
tion point  Z  or  y-.  exclamation  point  ]  ;  dash  -v-;  under- 
score   —  ;  parentheses  >    > ;   hyphen    &  . 

72.  Figures  and  Initials.  Figures  for  which  no  signs  have  been 
provided  may  be  written  as  in  longhand ;  and  initials  may  be  written 
in  small  longhand  letters  ;  thus,  S.  K.  Gage,  J^  '/ . 

COALESCENTS 

73.  Coalescing  Sounds.  We  are  taught  in  English  grammar  that 
zu  and  y  are  ordinarily  consonants,  but  sometimes  vowels.  In  pho- 
nography, also,  they  are  treated  both  as  consonants  and  vowels.  For 
the  present,  they  will  be  treated  as  vowels. 

In  attempting  to  pass  rapidly  from  the  first-place  long-dot  vowel  to 
the  third-place  long-dash  vowel,  we  get  the  sounds  of  e-^,  or  you. 
In  passing  from  the  e  sound  to  that  of  any  other  vowel,  we  get  some 
other  sound  of  y.  Likewise,  in  passing  from  the  third-place  long- 
dash  vowel  to  the  first-place  long-dot  vowel,  we  get  the  sound  of 
'oo-e,  or  we.  In  passing  from  the  sound  of  oo  to  that  of  any  other 
vowel,  we  get  some  other  sound  of  w.  The  two  vowel  sounds  are  said 
to  coalesce,  or  unite  in  one  sound,  and  these  coalescents  demand  some 
appropriate  representation,  which  may  be  used  as  vowels  are  used. 

74.  Position  of  Coalescents.  Small  semicircles,  shaded  or  light  to 
express  the  coalescence  with  long  or  short  vowels,  are  used  for  this 
purpose.    When  the  semicircles  are  turned  upward  or  downward,  they 

448405 


38  CONSONANTS  AND  VOWELS 

express  a  sound  of  y,  and  are  placed  in  the  position  of  the  second 
vowel  of  the  coalescent ;  when  they  are  turned  to  the  right  or  left, 
they  express  a  sound  of  w,  and  are  placed  in  the  position  of  the 
second  vowel  of  the  coalescent. 


Table  of  Y  Coalescents 

e-5,  or  y6     "I             e-a,  or  ya     "I  e-i,  or  yi    ^1            6-6,  or  yo 

e-a,  or  ya    J\            e-o,  or  yo    «|  e-e,  or  ye   ul           e-u,  or  yu 

e-a,  or  ya     „|           e-oo,  or  yoo   „!  e-a,  or  ya   ^^|  e-oS,  or  yoo 

Table  of  W  Coalescents 

oo-e,  or  we  "^1  oo-a,  or  wa     '|  oo-i,  or  wi  "^  oo-o,  or  wo     'I 

I  ....      I  I  I 

oo-a,  or  wa  cj  oo-o,  or  wo     3  oo-e,  or  we  cl  00-u,  or  wii     J 

oo-a,  or  wa  d  00-00,  or  woo  J         oo-a,  or  wa  cl         00-00,  or  woo  ^l 

75.  Memorizing  Coalescents.  The  signs  for  all  these  coalescents 
should  be  thoroughly  memorized.  It  will  not  be  found  a  very  diffi- 
cult task,  as  the  vowels  occur  in  their  regular  order.  The  sounds  _)'«, 
yd,  yd,  yc,  yu,  wd.  and  ice  occur  somewhat  frequently,  but  yoo  occurs 
with  great  frequency. 

76.  Position  of  Coalescents.  Coalescents  are  written  on  the  strokes, 
in  the  position  of  their  second  vowel.  A  third-place  coalescent  may 
be  joined  at  the  end  of  a  stroke  if  the  stroke  ends  the  word  and 
the  coalescent  can  be  conveniently  written  in  its  proper  direction. 

bewail         Hopewell       fume       beauty         lawyer  endue        malaria     imbue 


M- 


COALESCENTS  39 

77.  The  Words  New  and  Now.  In  words  in  which  the  coalescent 
yW  follows  at  the  end  of  U7i,  the  semicircle  may  be  attached,  opening 
somewhat  to  the  right;  thus,  new  ^—^ ,  renew  ^^'^"'^"^ .  The  word 
now  may  be  expressed  by  writing  the  second  half  of  the  diphthong  ow 
joined  to  the  iin  stroke  ;  thus,  ^— ^.     Write  new  and  now  on  the  line. 

78.  Free  Use  of  Coalescent  Signs.  In  each  of  the  words  referred 
to  in  paragraph  76  both  of  the  sounds  which  help  to  form  the  coa- 
lescent occur  in  the  same  syllable.  The  coalescents  may  be  used 
in  a  class  of  words  in  which  the  two  sounds  occur  in  different  syl- 
lables, but  which  are  spoken  so  rapidly  that  they  are  thrown  closely 
enough  together  to  suggest  the  use  of  the  coalescents,  instead  of  two 
separate  vowels.  When  the  first  of  two  consecutive  vowels  is  an 
unaccented  e  or  i,  the  two  vowels  may  be  expressed  by  a  coalescent  of 
the  _v-series,  the  second  vowel  determining  which  j'-coalescent  should 
be  used.    This  principle  does  not  apply  in  words  like  radii  and  reecho. 

period         deviate      happier      cameo      area        tarrying       ammonia     Algeria 


Third  List  of  Word  Signs 

Without  Vowels  : 
it 


,«P         , 

I  at,  but  ago      /use  (noun)  /use  CverbT 


>my  ^- — -^  in,  any  V     jf 

am 


.TX-'Y^X- 


Contractions  : 

^will  (^  thmk  thank-ed,  thousand  }  was  ^!t°^F 

^■^  impoj-tani-ce  x^_^  thing,  Engl  ^^^ 

^^-^"him  (them        ^,—^  improve- d-rrvent  \^_y  young 


40  CONSONANTS   AND   VOWELS 

EXERCISE  XXVI 


EXERCISE  XXVn 

1.  They  hope  he  will  be  in  time  to  use  the  mail  coach.  2.  He 
will  be  happy  at  any  time  to  know  of  your  improvement.  3.  All 
should  improve  time  and  show  the  improvement  each  day  they 
live.  4.  A  thing  so  important  should  be  looked  at  now.  5.  She  will 
thank  them  if  they  come  and  take  the  rick  of  hay.  6.  Though 
he  was  calm  and  cool,  they  think  he  was  guilty.  7.  The  young  dog 
was  in  the  way  each  time  he  came  on  deck.  8.  A  thousand-dollar 
check  was  in  your  book  the  day  she  saw  us.     9.    He  should  give 


CONSECUTIVE  VOWELS 


41 


May  time  to  go  up  to  the  hotel  at  the  lake.  10.  A  day  or  two  ago 
they  saw  my  boy  on  a  dock  in  England.  11.  Bob  and  Jenny  may 
go  out  on  the  bay  in  my  ship,  though  it  may  be  calm.  12.  The  big 
type  was  easy  to  see,  but  the  large  book  was  too  heavy  to  give  him 
to  use.  13.  He  may  go  to  China  in  my  own  ship  at  any  time  he 
may  name.  14.  They  hope  she  may  give  a  dollar  to  him  if  he  will 
come  back.  15.  The  boy  was  too  noisy,  but  he  will  now  take  a  nap 
on  the  couch. 

CONSECUTIVE   VOWELS 

79.  Single  Sign  for  Consecutive  Vowels.  As  diphthongs  and  coa- 
lescents  are  composed  of  consecutive  vowel  sounds,  and  have  been 
expressed  by  compound  signs,  it  is  very  convenient  and  appropriate 
to  represent  the  union  of  a  long  vowel  followed  by  a  short  but  unac- 
cented vowel  in  practically  the  same  manner.  The  acute  accent 
above  the  first  letter  indicates  that  it  is  accented. 

Table  of  Consecutive  Vowels 
e-u,  as  in  idea  a-ii,  as  in  gnawing 

a-u,  as  in  pajv?r  <  6-u,  as  in  N^ah  >j 

a-ii,  as  in  hurr<z///ng  oo-ii,  as  in  ]ewish  J 

80.  Unaccented  Vowels  approximately  represented.  These  signs  do 
not  always  stand  for  the  exact  sounds  given  in  the  above  list,  as  the 
second  sound,  ii,  represents  only  approximately  the  sound  for  which 
it  stands.  It  may  be  used  for  afiy  short,  unaccented  vowel,  provided 
it  follows  a  long,  accented  vowel.  It  will  be  noticed  that  the  first  of 
the  two  vowel  sounds  is  definitely  settled  by  the  place  of  the  sign  ;  the 
second  is  guessed,  or  determined  by  one's  knowledge  of  words. 

deity  gaiety         hurrahing       sawing         lower        ruin         idea     Noah 

r  — n  ^     5         Y  f 

\ I ,.^^..Z^„-___S^...-jf^r^.._.^-:v>_i__..... 


42  CONSONANTS   AND   VOWELS 

81.  Additional  Ticks.  A  small  tick  attached  to  a  diphthong  or 
coalescent  sign  expresses,  in  like  manner,  a  short,  unaccented  vowel, 
the  sound  of  which  is  to  be  determined  by  a  knowledge  of  words. 
It  may  be  used  for  any  one  of  the  six  short  vowels,  if  unaccented. 

diary         joyouS    bower   annuity  Messiah    annoying      avowing      ingenuity 

'-----^---^'^-- ' — -^ ^^- 

82.  Separate  Signs  for  Consecutive  Vowels.  All  other  consecutive 
vowels  are  too  distinct  to  be  left  to  indefinite  or  approximate  repre- 
sentation ;  if  both  the  vowels  are  long  or  the  second  of  two  consecu- 
tive vowels  is  accented,  they  must  have  definite  representation. 

a.  When  two  vowels  begin  a  word,  write  the  last  vowel  nearer  the 
stroke  than  the  first,  so  that  it  shall  be  read  in  proper  order;  likewise, 
when  two  vowels  end  a  word,  write  the  first  vowel  nearer  the  stroke 
than  the  second. 

aerial  iota  Ionic  Leo  radii  bayou 

_  -[  j^     ^  _xr v__ 


b.  When  two  vowels  occur  between  strokes,  unless  the  second  is 
short  and  unaccented  (or  a  coalescent  of  the  jc-series  is  used),  write 
the  first  vowel  after  the  first  stroke  and  the  second  before  the  second 
stroke,  except  when  the  angle  forces  both  before  the  second  stroke. 

voyage        poetic  chaotic  evacuate  :  sciatic  duello       duality 

^.. X___ .^t: -L- -X- ll. 


n 


CONSECUTIVE   VOWELS 


43 


EXERCISE  XXVin 


■iy^:.i'^:..Z....y^. 


^^ t 


EXERCISE  XXIX 


1.  hip 

2.  hedge 

3.  duke 

4.  tick 

5.  bake 

6.  tack 

7-  gig 

8.  keg 

9.  cuckoo 
10.  babe 


11.  pipe 

12.  Bobby 

13.  assuage 

14.  hewed 

15.  rebuke 

16.  emu 

17.  Amelia 

18.  begonia 

19.  demoniac 

20.  ferrying 


21.  babyish 

22.  deviate 

23.  tedium 

24.  idiotic 

25.  Leah 

26.  tapioca 

27.  neighing 

28.  thawing 

29.  viewing 

30.  pious 


31.  defying 

32.  moiety 

33.  vowing 

34.  Nashua 
35-  Ionia 

36.  genii 

37.  duet 

38.  coact 

39.  hyena 

40.  reanimate 


83.  Teacher's  Dictation  Exercise.  Leah,  gaiety,  hurrahing,  thawing, 
poesy,  Lewis,  viewing,  laity,  Noah,  idea,  mania,  maniac,  cameo, 
deviate,  tarrying,  thwack,  boyish,  Maria,  Padua,  duad,  duality,  poet, 
poetic,  neighing,  reecho,  coact,  lola,  avowee,  iota,  radii,  voyage, 
Joanna,  feeing,  avowing,  duello,  Genoa,  zoology,  cyanic,  Dewey, 
Siam,  biology. 


44 


CONSONANTS  AND  VOWELS 


84.  Basic  Rules  for  deciding  on  the  Best  Outline  to  Choose.  In  de- 
termining which  of  several  possible  outlines  it  is  best  to  write,  it 
should  be  borne  in  mind  that  the  simplest  outline  is  desired  but 
is  not  always  the  most  practical.  There  are  two  important  points 
which  must  be  given  due  consideration.  These  have  to  do  with  the 
future  of  the  student's  work  as  much  as  with  the  present.  Both  are 
vitally  related  to  ease  in  reading  shorthand  notes,  most  of  which 
eventually  will  be  written  under  pressure  of  speed. 

First,  in  general  an  outline  should  be  written  syllabically ;  that  is, 
a  stroke  should  be  written  for  each  syllable. 

Second,  in  general  an  outline  which  expresses  a  derivative  word 
should  be  based  upon  the  form  which  is  used  to  express  its  primitive. 

It  must  be  added,  however,  that  there  are  individual  cases  where 
both  of  these  rules  must  be  laid  aside,  and  this  is  done  whenever  the 
following  of  the  rule  is  a  distinct  hindrance,  or  the  breaking  of  the 
rule  is  a  distinct  help. 

EXERCISE  XXX  — REVIEW 


EXERCISE   XXXI  — REVIEW 

1.  page  5.   shiny  9.   cow  13.   toil 

2.  dug  6.   Dinah  10.  tiptoe  14.   bowery 

3.  ditch  7.  tie  11.  baggage  15.  Cuba 

4.  fag  8.  joy  12.  dynamite  16.  cubeb 


WORD-SIGN   EXERCISES 


45 


17.  bedew  23.  unallied  29.  jackknife  35.  cacao 

18.  adieu  24.  unalloyed  30.  hewing  36.  Ionic 

19.  zebu  25.  aloud  31.  attenuate  37.  meadowy 

20.  shaggy  26.  cowl  32.  Tioga  38.  Media 

21.  debauch  27.  Leah  33.  Fayette  39.  variety 

22.  biped  28.  neighing  34.  Cayenne  40.  buoyant 


WORD  SIGNS 

Fourth  List  of  Word  Signs 
Arbitrary: 

V  I,  eye         c  we,  with  5  what  o  ye  r>  Leyond 

AhoW c_?L??? 3.^'?.yl4 uy.^1 n  J'P.y 

Contractions  : 

I  ever 
,  for  v_  1  have 


V  lui                         -v^  I  nave                                          ,  )  ,  , 

\^  I  half Vl^    I  however     Z?2l?P-*_ -/"??-^yy. 


46  CONSONANTS   AND   VOWELS 

n-C-._\.--V_ / 1 \.„o.^ 

85.  Additions  to  Word  Signs.  Observe  that  in  the  word  to-day,  in 
the  third  sentence,  the  part  of  the  word  which  is  a  sign  is  written 
in  position,  and  the  balance  of  the  word  is  allowed  to  fall  where  it 
may  with  relation  to  the  line.  The  same  principle  applies  to  words 
like  to-morrow,  half-pay,  forgive,  altogether,  U7icommonly,  etc.  The 
portion  of  the  word  which  is  represented  by  a  sign  may  be  written 
in  the  position  of  the  sign,  whether  the  sign  portion  occurs  at  the 
beginning,  middle,  or  end  of  the  word. 

In  a  few  words  it  is  expedient  to  refrain  from  the  use  of  the  sign. 
This  is  because  the  sign  portion  does  not  join  conveniently  to  the 
balance  of  the  word.  The  word  also  in  the  first  sentence  of  Exer- 
cise XXXIII,  as  well  as  the  word  into,  which  will  be  observed  in  the 
fifteenth  sentence,  should  not  be  written  with  the  signs  which  occur  in 
them,  but  with  two  full  strokes. 


EXERCISE    XXXin 

1.  Myra  will  also  teach  ISIina  to  write  with  chalk  to-morrow. 
2.  W'e  shall  make  a  voyage  to  China  in  the  month  of  July.  3.  I 
think  I  shall  now  go  to  see  the  boy  enjoy  the  couch  which  was  given 
to  him.  4.  What  do  you  think  of  my  new  toy,  and  would  you  like  to 
have  it  for  your  own  ?  5.  It  may  be  beyond  what  you  ever  saw  for 
half  the  money.  6.  They  usually  aim  to  attack  him  by  the  use  of 
loud  talk.  7.  Joe  may  owe  much  money  and  yet  pay  all  of  it  in  due 
time.  8.  If  life  w-ere  given  us  to  enjoy,  we  should  make  much  of  it 
each    day  we   live.     9.   However  he   may  have   come,  it  will  be   of 


SPEED   PRACTICE  47 

much  importance  to  know  the  route  he  took.  10.  How  you  would 
enjoy  a  bath  in  the  sea  on  a  July  day!  11.  Ye  who  were  at  the 
marriage  at  Oak  Lodge  know  how  lovely  the  wife  looked.  12.  He 
who  would  be  happy  should  know  and  do  the  right.  13.  Asa  Pike 
saw  Josie  Downey  catch  a  large  eel.  14.  Chicago  will  bewail  the 
death  of  Joshua  Kenney.  15.  With  a  heavy  thwack  Johnny  Babcock 
took  a  jump  into  the  lake. 


SPEED    PRACTICE 

86.  Speed-Practice  Letters  i  and  2.  The  following  letters  contain 
words  representing  the  principles  that  have  been  introduced  in  Part  H. 
They  are  given  with  the  view  of  testing  the  student's  ability  when 
writing  easy  matter,  as  well  as  affording  an  opportunity  for  the  devel- 
opment of  speed  in  the  use  of  the  principles  of  this  part  of  the  work 
before  any  new  lessons  are  undertaken. 

87.  Method  of  Practice.  The  letters  should  first  be  written  in  neat 
shorthand  outlines,  using  great  care  to  get  each  word  exactly  correct, 
and  then  each  outline  should  be  carefully  scrutinized  to  ascertain 
whether  any  error  has  been  made.  After  each  letter  has  been  found 
by  the  teacher  to  be  correct,  it  should  be  practiced  many  times,  with 
gradually  increasing  speed.  It  will  be  found  helpful  to  have  the 
last  few  copies  dictated,  so  that  the  student  may  be  accustomed  to 
taking  matter  from  dictation  before  the  teacher  gives  it  at  a  rapid 
rate.  A  speed  of  fifty  or  more  words  per  minute  should  be  attained 
in  writing  these  letters. 

88.  Omission  of  Vowels.  In  the  future,  all  speed-practice  letters, 
general  speed  matter,  and  sentences,  after  they  have  been  written  in 
shorthand,  corrected  by  the  teacher,  and  repeatedly  practiced,  should 
be  further  practiced  or  taken  from  dictation  with  their  vowels  omitted. 

89.  Numerical  Indications.  In  these  and  subsequent  speed-practice 
letters  and  general  dictation  matter  the  selections  will  be  marked 
off  into  sections  of  twenty-five  words.     The  name,  address,  salutation, 


48  CONSONANTS   AND   VOWELS 

complimentary  closing,  and  signature  will  not  be  counted  in  this 
and  subsequent  speed  work,  but  should  by  all  means  be  practiced 
as  faithfully  as  the  rest  of  the  matter,  and  dictated  each  time. 

90.  Strokes  for  L  and  R.  Remember  that  ur  is  used  when  r  ends 
a  word  ;  riih  when  a  vowel  follows  r  at  the  beginning  or  end.  In  the 
middle  the  most  convenient  form  of  r  is  used.  Each  time  the  sound 
of  /  occurs  in  these  letters  it  is  to  be  expressed  by  the  upward  stroke. 

EXERCISE  XXXrV 

Pikeville,  Tenn.,  July  7.  1905. 
Jos i ah  Owen,  Esquire, 

19  Oak  Avenue,  Lima,  Ohio. 
My  Papa: 

I  came  to  the  Leo  Hewitt  farm  on  Monday  in  a  large  coach.   It  was  a 
raw  day.   On  the  way  I  saw  a  large ^'  fish  in  a  lake.   It  was  a  pike,  so 
they  say. 

To-morrow  I  hope  to  hoe  a  tomato  row.   I  shall  pile  hay,  too, 
which™"  will  be  carried  into  the  mow.   I  saw  a  boy  rake  hay  and  carry  a 
large  pile  on  a  fork  to  the  rick.   I  ride'"  on  a  hayrake  and  have  a  mule 
to  pull  it. 

May  I  row  on  the  lake,  fish  in  the  bay,  or  jump  in  the  mow"'"  each 
day? 

We  have  a  big  meal  each  time  we  eat.   For  lunch  we  had  lamb  and 
fish,  raw  tomato  with  oil,  cabbage,  coffee,  cake,'-^  and  cherry  pie, 

I  shall  be  happy  to  come  to  you  in  a  day  or  two  now.   With  my  usual 
love  for  you  and  mamma, '^  I  am 

Your  loving  boy, 

LAFAYETTE  SAWYER  OWEN 

EXERCISE  XXXV 

Lima.  Ohio.  July  9,  1905. 

Lafayette  Owen, 

Pikeville,  Tenn. 
My  own  Boy : 

I  had  much  joy  in  knowing  you  were  on  so  large  a  farm  in  Pikeville. 
I  knew  Leo  Hewitt,  a  rich  and  jolly  fellow,  in^  Chicago,  in  1876. 

I  think  it  would  be  a  happy  idea  for  you  to  keep  a  diary  of  what 
you  do  each  day,  for  I™  know  your  chum  would  like  to  see  it. 

You  may  take  a  row  on  the  lake  daily  if  it  will  make  you  happy.   If 
you'-"'  do  go  out  to  catch  fish,  be  ready  to  row  back  in  a  hurry,  for  you 
may  have  a  heavy  shower  at  any  time. 

You'""  should  know  how  much  to  eat  each  time  you  go  to  a  meal.   You 
ought  to  eat  to  live,  but  you  may  be  living  to'==  eat.   I  think  lamb  and 
fish,  tomato  and  cabbage,  cake  and  pie  are  too  much  at  any  meal  for  a 
young  boy  of  your  age.'-'* 

With  love, 

JOSIAH  OWEN. 


WORD-SIGN   EXERCISES 


49 


WORD    SIGNS 
Fifth  List  of  Word  Signs 


Contractions : 


peculiar-ly-ity                    \_P"^'"^           \   object       v         bank 
'change-d           y^  acknowledge         ^;^knowledge    y^        regular-ly-ity 
^        irregular-ly-ity               y^K   represent-ed            V     February 
^/^  January       ___  _^^_        magazine  _^~'^A»^ never,  November 


manufacture-d 


'fnachinery  3^  influential 


EXERCISE  XXXVI 

1.  I  know  I  ought  to  pay  for  all  the  time  you  give  me,  but  I 
acknowledge  I  have  no  money  to  give  you  to-day.  2.  We  hope  you 
will  take  advantage  of  the  knowledge  given  out  in  each  issue  of  our 
magazine,  for  we  think  it  may  be  an  object  to  you  to  buy  it  each 
month.  3.  You  saw  the  large  pile  of  machinery,  and  we  should 
like  to  know  what  you  would  give  us  for  all  of  it  if  you  took 
it.  4.  The  young  fellow  should  know  we  never  have  any  change 
to  give  him  in  January  or  February,  for  we  use  too  much  money 
in  the  manufacture  of  machinery.  5.  The  importance  of  the  im- 
provement was  a  thing  of  which  he  had  no  knowledge  in  November; 
however,  he  already  had  a  peculiar  advantage.  6.  You  ought  to 
know  it  to  be  an  irregular  thing  to  do  what  you  do  with  your  money, 
and  have  no  idea  how  much  you  owe  or  how  you  are  to  pay  for 
what  you  use.  7.  He  was  a  peculiar  and  influential  public  foe, 
who  had  eyes  which  looked  for  any  irregularity  in  the  common  folk. 
8.  The  way  in  which  he  regularly  changed  money  was  so  easy  no 


50  CONSONANTS   AND    VOWELS 

bank  would  object  to  being  represented  by  him.  9.  I  am  aware  of 
the  peculiarity  of  the  machinery  you  use,  but  I  should  like  to  own 
much  of  it,  for  I  would  use  it  to  advantage.  10.  A  month  ago  we 
had  a  change  in  the  time  of  leaving  the  dock,  and  we  now  have  hope 
of  leaving  with  regularity. 


SHORTHAND    PENMANSHIP    EXERCISES 

91.  Drill  on  joining  Strokes.  All  students  of  phonography,  even 
though  they  may  be  good  penmen,  will  be  benefited  by  carefill  drill 
on  the  following  exercises.  For  those  who  are  poor  penmen,  or 
those  who  find  it  difficult  to  execute  shorthand  characters  with  rapid- 
ity and  uniformity,  this  drill  is  absolutely  essential. 

The  best  movement  for  shorthand  work  is  a  combination  of  mus- 
cular and  finger  ?novefnent,  the  latter  coming  into  play  as  the  study 
progresses.  The  natural  movement  for  writing  is  the  finger  move- 
ment ;  therefore  the  greater  effort  should  be  expended  on  that  which 
is  more  difficult  to  acquire. 

92.  Muscular  Movement.  Rest  the  forearm  on  the  muscles  on 
the  underside  of  the  arm  just  in  front  of  the  elbow.  Notice  that  the 
hand  may  be  pushed  forward  and  backward,  as  well  as  to  the  right 
and  left,  without  moving  the  arm  to  a  new  position,  or  resting  place, 
and  without  keeping  it  suspended  at  the  shoulder.  The  wrist  must 
not  touch  the  table  and  should  be  as  flat  as  possible. 

The  nails  of  the  third  and  fourth  fingers  should  be  turned  under 
the  hand  and  used  as  a  rest,  —  an  easy  means  of  sliding  the  hand 
over  the  paper.  The  thumb  and  first  two  fingers  should  hold 
the  penholder  lightly  about  an  inch  and  one  half  from  the  point 
of  the  pen.  These  three  fingers  should  remain  somewhat  rigid, 
but  not  strained.  Practice  this  until  an  easy  and  natural  posi- 
tion and  feeUng  are  secured.  The  fingers  and  wrist  should  be 
rigid.  There  should  l)e  very  little  independent  movement  of  these 
parts.      Practice  the  following  exercise  until  it  is  mastered:  — 


SHORTHAND   PENMANSHIP   EXERCISES 
Straight  Strokes 


SI 


In  like  manner  practice  each  straight  stroke,  sounding  each  as  it 
is  written.     Work  for  uniformity  of  size  and  slant,  as  well  as  speed. 


Combined  Straight  Strokes 


Z13I1.I1D 


1/ 


LLLlX.L/.l/.kL<:. 


'-^ 


A  slight  pause  at  the  joining  of  the  strokes  will  enable  the  student 
to  make  the  direction  certain.   Try  to  get  an  easy,  continuous  motion. 


Curved  Strokes 


^k.L. 


\m^^;^l)K^ 


In  this  same  way  practice  each  curved  stroke,  sounding  it,  until 
every  stroke  can  be  written  neatly  and  uniformly  and  with  rapidity. 

Combined  Curved  Strokes 


Vi 


:L.^^-Z. 


•±± 


52 


CONSONANTS   AND  VOWELS 


Treat  in  the  same  manner  every  combination  of  curved  strokes 
that  can  be  thought  of.  Strive  for  uniformity  of  size,  shading,  and 
slant.     Try  to  develop  a  light,  gliding  motion. 

Combined  Straight  and  Curved  Strokes 


Every  combination  that  can  be  thought  of  should  be  practiced 
until  it  can  be  written  very  rapidly  and  accurately.  Do  not  hesitate 
to  hunt  for  work. 

93.  Review  of  Word  Signs.  The  following  list  is  intended  to  fur- 
nish the  student  an  opportunity  of  comparing  the  signs  of  Part  II, 
arranged  logically  but  without  reference  to  the  nature  of  each,  as  well 
as  to  make  a  thoroush  review  of  the  same. 


up 


Review  List  of  Signs 


each 
wliich 


.  hfipe 


A 


be 


time 

I  it 


-Z 


/   much 
adwintaere 


/  lai-< 


common,  kingdom 
come 


holy 


me,  my 
may,  him,  am 


I  at,  out 

I  dollar 
I  do 


had 


give-n 

together 

aso 


importaat-ce 
improve -d-ment 


-WORD  SIGNS  53 


^_^  in,  any  ^  of 

_v y_  no,  know  ^Xo __^ /..S^^%^.'A 

~^— ^'own  "  -y— 

^^  thing,  Engl  I  and      _  ^x  ^ 

^^^  young „.l...-.iiyi .^..."^Jl^.^i^.l?! 

(  /  thank-ed.  thousand   '^  should    }  ""P'^^'" 1Z.J^?^^^^]^^1^ 

/     them  X  he  (downward)  ^—         ,     ,    . 

(^    /;  though     _  __  _ y/^       regular-ly-ity  

^  all 

)  sf  °  _     V  too^two  ^__Jrregular-ly-ity 

y  use  (noun)" 

V  was  •  already,  awe-d 

.  K ..I  before .V^?-!?.!^.^ry. „ 

/  use  (verb)  '  oh,  owe-d  ^\ 

V_^^  f  ought,  aught 

.V^for     _    _  _    _^  >v^.ho _  .—^        magazine 

""Vhalf"  "  

V  ^^^^  V  I,  eye 

■y^have  "^never,  November 

^  however 


^shall-_t  _  A  how _    _     _y^^y\'^^Y^^^^^'^'^^_ 

c  we,  with 
^  usually c.yere^         __         \  object 


\  objec 


3  what 
/^will_  _     _^  would_  V        bank  

^                           -  ye                            / 
L..1?^L ..„_u.yet cL'-J.^^.^^jy 

„  beyond.  ^-^_^ 

^  way  you  ^"v.    manufacture -d 


.  the 


^peculiar-ly-ity  ^"^  machine_ry 


and  \ public  ^  "^  influential 


Part  III 

L-  AND  R-STROKES,   S-CIRCLES,   AND  HALVING  BEGUN 
INITIAL   AND    MEDIAL   L  AND   R 

94.  Upward  and  Downward  L  and  R.  Owing  to  the  fact  that  the 
consonants  /  and  r  may  each  be  expressed  by  both  upward  and 
downward  strokes,  a  special  set  of  rules  is  necessary  for  the  guidance 
of  the  student. 

95.  Name  of  Downward  L.  When  /  is  written  downward  it  may  be 
called  ul. 

96.  General  Rules.  The  general  rules  for  the  use  of  these  strokes 
are  as  follows :  — 

a.  If  a  vowel  precedes  /  or  r  at  the  beginning  or  end  of  a  word, 
use  ul  or  ur. 

b.  If  a  vowel  follows  /  or  r  at  the  beginning  or  end  of  a  word,  use 
luh  or  ruh. 

97.  Necessary  Exceptions.  While  these  are  the  general  rules  on 
which  the  use  of  these  strokes  depends,  the  following  difficulties 
stand  in  the  way  of  their  adoption  without  exception  :  (i)  good, 
sharp,  convenient  angles  would  not  always  result,  and  a  loss  of  speed 
in  writing  and  inaccuracy  in  reading  would  follow  ;  (2)  when  no  good 
reason  exists  for  the  use  of  ///,  it  is  better  to  avoid  the  use  of  that 
stroke,  as  it  carries  the  hand  backward  rather  than  forward.  The 
following  special  directions  are  very  important,  and  should  be 
mastered  in  detail  before  proceeding  with  other  lessons:  — 

54 


INITIAL   AND    MEDIAL   L   AND    R  55 

98.  Rules  for  Initial  L  and  R.     a.  When  /  begins  a  word  write  luh, 

unless  it  is  followed  by  ung. 

leap         lake      lodge       lag         lion  lasTi       Lehigh      long      link      length 

b.  When  r  begins  a  word  write  ruh,  unless  it  is  followed  by  urn 
or  ump. 

robe        red      rich       wreck        rainy         roar    rouge     ram       .  rim      _^romp 

c.  When  a  vowel  begins  a  word  and  is  followed  by  /  write  luh, 
unless  it  is  followed  by  a  horizontal  stroke  {kuh,  guh,  um,  ump,  un, 
and  ung). 

alack  Allegheny         alum  Olympia        allied      allege      elbow        elf 

,^...0)--.....,^ 5>. ^. ri. CX..:(X.. 

d.  When  a  vowel  begins  a  word  and  is  followed  by  r  write  ur, 
unless  it  is  followed  by  a  descending  stroke,  with  the  exception  of 
Jir  and  shiih. 

ark        argue  army     arena        orang-        error       Irish      Arab      arch       earth 

outang  ,  j^ 

99.  Rules  for  Medial  L  and  R.  a.  When  /  occurs  in  the  middle  of 
a  word  write  luh,  if  a  convenient  outline  results ;  otherwise  ul  may 
be  used. 

village    apology    delayed      valid        mill-dam     amplify   feeling  film   monologue 


56 


L-  AND   R-STROKES,  S-CIRCLES,   HALVING 


b.  When  r  occurs  in  the  middle  of  a  word  write  ruh,  if  a  convenient 
outline  results  ;  otherwise  ur  may  be  used. 


married  gorge     terrier    operatio    carriage       tyric       fioxm       inform     theorem 


EXERCISE  XXXVn 


^..^. 


^       /I      _    ^     ^    - 


;....\/l...\<^....^<L^ 


EXERCISE  XXXVin 


ledge 

1 1. 

caliph 

21. 

reap 

31- 

forego 

lap 

12. 

foliage 

22. 

rob 

32. 

forelock 

loam 

13- 

gulch 

23- 

wrong 

Zl- 

lark 

lodge 

14. 

Elmira 

24. 

raid 

34- 

largo 

lung 

15- 

alumni 

25- 

room 

35- 

erelong 

longed 

16. 

elk 

26. 

rhomboid 

36. 

ergo 

lily 

17- 

Ilion 

27. 

rampage 

37- 

Arno 

lull 

18. 

alto 

28. 

merino 

3S. 

Arabia 

bulge 

19. 

albino 

29. 

furrowed 

39- 

erode 

filthy 

20. 

alive 

3°- 

borrowing 

40. 

arrayed 

FINAL   L  AND   R 


57 


100.  Teacher's  Dictation  Exercise.  Loaf,  Lena,  lip,  Hon,  long,  link, 
latch,  loyal,  pillage,  fealty,  gallop,  bilge,  mulatto,  elm,  Allegheny, 
alum,  alike,  elbow,  allege,  elf,  rib,  repay,  wring,  ready,  rim,  rampage, 
farina,  borrowed,  tarrying,  bay-rum,  infirm,  lyric,  curfew,  erelong,  Eric, 
argue,  orb,  arrayed,  arch,  urge,  Rome,  allopathy,  Archie,  olive,  leap, 
robe,  forage,  alimony,  alack,  arena. 


FINAL   L  AND   R 

101.  Rules  for  Final  L  and  R.  a.  When  /  ends  a  word  write  /«//, 
unless  it  follows  fuh,  vuh,  riih,  or  two  consecutive  vowels,  one 
accented,  when  ul  should  be  used. 

pile     deal     chill      cull       mill        zeal      shell     fill       Israel       dual         royal 

r 


ry/f 


b.  When  r  ends   a  word  write  «r,  unless  it  follows  um,  titnp,  ru/i, 
huh,  or  two  descending  strokes,  when  ruh  should  be  used. 

par        tear     jar    layer  fear     skear     mere    umpire      rear     hewer     espiex 


c.  When  a  vowel  ends  a  word  and  is  preceded  by  /  write  /////, 
unless  it  follows  un  or  wig.     After  uii  or  ung  use  ///  ahnost  always, 
filly         value    royally    belie      jelly      gaily      Nellie     vanilla  annually 


-W^ 


ISt 


■?■■ 


d.  When  a  vowel  ends  a  word  and  is  preceded  by  r  write  ruh. 
berry      jury    tarry     gory        fiery    slio-weiy  merry      hero    Aurora        Cairo 


"^  /> 


58 


L-  AND   R-STROKES,  S-CIRCLES,   HALVING 


e.  When  r  is  the  only  consonant  in  a  word  write  ur,  if  a  vowel 
precedes  ;  otherwise  use  ruh. 
air  ear  ray  row  rye  airy  arrow         Ira 

y      * 


.A 


.::^. 


102.  True  Sound  of  L  and  R.     Although  the  upward  and  downward 

forms  for  /  and  r  are  given  different  names,  the  true  sound  of  /  is 
«/,  and  the  true  sound  of  r  is  ur,  and  the  pupil  should  give  them 
these  sounds  when  reading  shorthand. 

Upward  and  Downward  Sh 

103.  The  Most  Convenient  Outline.  Either  form  of  shuh  may  be  used 
in  a  word  of  more  than  one  consonant,  as  convenience  of  outline 
alone  determines  which  form  should  be  used. 


fish       fishy      cash        rush      lash      shell     Shelley    shady     slieU 


^---^--/9- 


gnash 


EXERCISE  XXXIX 


Jt 


rT-J^-J^-^^-^ ^-^-'-^^ 


//  //   // 


^  ^  >:}. 


\J\r 


S-  AND  Z-STROKES  AND   S-  OR  Z-CIRCLE 


59 


EXERCISE  XL 


1.  bill 

2.  tail 
3-  gale 

4.  mile 

5.  shawl 

6.  fail 

7.  veal 

8.  rill 

9.  jewel 
10.  bier 


11.  chair 

12.  layer 

13.  fair 

14.  shore 

15.  moor 

16.  impure 

17.  furor 

18.  unmoor 

19.  espial 

20.  delay 


21.  billow 

22.  mellow 

23.  daily 

24.  namely 

25.  merrily 

26.  anneal 

27.  Emmanuel 

28.  unkingly 

29.  fairy 

30.  Nero 


31.  Laura 

32.  notary 

33.  Ezra 

34.  Ira 

35.  burrow 

36.  bear 

37.  dairy 

38.  dare 

39.  ship 

40.  dish 


104.  Teacher's  Dictation  Exercise.  Tile,  file,  bowl,  vile,  rill,  rally, 
towel,  tallow,  fill,  fuel,  nail,  knoll,  kingly,  wrongly,  lung,  along,  Philo, 
daily,  pallid,  value,  annual,  folio,  dally,  policy,  valley,  annul,  fellow, 
fall,  arrow,  allay,  borrow,  buyer,  ferry,  fear,  bureau,  bear,  fire,  fiery, 
shear,  sherry,  liar,  Larry,  furrowed,  terrific,  merge,  reform,  maritime, 
mere,  empire,  embower,  mirror,  hero,  hewer,  rear,  Harry,  notary. 


S-  AND   Z-STROKES    AND    S-  OR  Z-CIRCLE 


105.  Rules  for  Use  of  Strokes  for  S  and  Z.  The  strokes  for  s  and  z, 
with  which  the  student  is  already  familiar,  are  to  have  a  briefer 
representation  ;  but  the  stroke  form  will  continue  to  be  used  under 
the  following  circumstances  :  — 

a.  When  s  or  2,  or  two  j-sounds,  are  the  only  consonants  in  a 
word,  or  when  the  sound  of  z  begins  a  word. 


sea       ease       easy       essay 


Esau      zero       zeal        zenith 


_  ;   ;)    T    ).    I.„„.^..JiJ 


Zebedee 


6o  L-  AND    R-STROKES,    S-CIRCLES,    HALVING 

b.  When  either  J'  or  2  is  preceded  by  a  vowel  at  the  beginning  of 
a  word  or  followed  by  a  vowel  at  the  end  of  a  word. 

ask       Aztec       assume        escape       Jessy       rosy       dizzy       lasso 

-■-t-t ^^ ^ f-^ S---^-- 

c.  When  two  vowels,  one  accented,  follow  j  or  2  at  the  beginning 
of  a  word  or  precede  j-  or  2  at  the  end  of  a  word. 

Siam        Zion        sciatic        sawyer       chaos        Jewess        pious        Boaz 


t ^ ^ f ^ ^- 


106.  Rules  for  the  Use  of  a  Circle  for  S  or  Z.  In  all  other  cases 
s  or  z  may  be  represented  by  a  small  circle  attached  to  a  stroke.  If 
a  distinction  between  s  and  z  were  necessary,  the  circle  might  be 
shaded  for  z,  but  from  practical  experience  this  has  been  found  to 
be  unnecessary. 

There  are  a  few  strict  rules  for  writing  this  circle;  namely: 
a.  When  written    at  the   beginning   or   end  of  a  straight   stroke, 
it  must  be   written  witli  left  motion.     This  motion  is  opposite  the 
movement  made  by  the  hands  of  the  clock. 

set  sup         sake         surrey         dose         base         eggs         rose 

_......-i..........k.._^..__._..^..._....l:,.. N... ^.......^.. _. 

/'.  When  written  at  the  beginning  or  end  of  a  curved  stroke,  it 
must  be  written  inside  the  curve.  On  curves,  then,  it  may  be  writ- 
ten with  either  left  or  right  motion. 

safe       snr^w       se;il       sore       sasli        v.-i?e       yes       lace       sways       nose 


.^ €...£.. .!!. 


I 


S-  AND   Z-STROKES   AND   S-   OR  Z-CIRCLE  6l 

c.  When  s  ox  z  occurs  between  two  straight  strokes  which  form 
no  angle,  it  is  written  with  left  motion  ;  if  the  straight  strokes  form 
an  angle,  it  is  written  outside  the  angle. 

dusty     cask     razor    hawser    pass-book     passage     gossip     rasp     dusk 


> 


d.  When  j  or  2  occurs  between  a  straight  stroke  and  a  curve,  it 
is  written  inside  the  curve. 

misery        Chaucer        reason        dozen        chasm        lusty        inside 

........_„_....fl: !!__ 


A  When  s  ox  z  occurs  between  two  curved  strokes,  it  is  usually 
written  inside  the  first  curve.  There  are  a  few  cases  when  it  is  easier 
to  place  the  circle  outside  the  first  curve. 

evasive    assassin  arson     officer    vessel     loser    facility    vassalage 


107.  Writing  Vowels  with  S-Circle.  a.  Vowels  are  placed  with 
reference  to  the  stroke,  not  to  the  circle. 

eat      seat      ache      sake      eel      seal      no      nose      chew      choose 

IT  r  f 

b.  When  the  j-circle  occurs  in  the  middle  of  a  word,  the  rules  for 
placing  vowels  between  consonants  cannot  be  adhered  to,  as  the 
vowels  might  then  be  read  out  of  their  proper  order.  In  such  cases 
write  the  vowel  on  the  stroke  between  which  and  the  s  the  vowel  is 
sounded. 

mask         desk         task         hasp         gusset         rSsset         passage 

'-^^ i-..-^.-..A--:3......^ __^..„_ 


62 


I^  AND  R-STROKES,  S-CIRCLES,  HALVING 


108.  Reading  the  S-Circle.  When  the  j-circle  is  written  at  the 
beginning  of  a  consonant,  it  must  be  read  before  all  other  sounds ; 
when  at  the  end,  it  must  be  read  after  all  other  sounds. 

lt)9.  Methods  of  treating  X.  a.  The  letter  x  is  composed  of  the 
sounds  e-kuh-suh  or  e-guh-zuh  —  eks  or  egz.  In  words  in  which  the  x 
is  followed  by  an  accented  syllable  beginning  with  a  vowel  sound,  or 
by  a  silent  h,  this  letter  generally  has  the  sound  of  egz ;  in  all  other 
words  it  has  the  sound  of  eks. 
excel        exilic  expel  exjotic      extol       exude 


expose      exu-viate 


■=f- 


^ 


b.  In  reading  shorthand  outlines  in  which  the  stroke  kuh  and  the 
j-circle,  or  the  stroke  guh  and  the  j-circle,  occur,  the  student  should 
first  read  the  combination  as  e-kuh-suh  or  e-guh-zuh,  thus  assuming 
the  presence  of  an  initial  vowel.  If  the  word  is  not  thus  secured, 
try  kuh-suh  or  guh-zuh ;  that  is,  with  no  vowel  preceding  the  stroke. 
Observe  the  contrast  in  the  following  words :  — 

excel      castle      expose      cusps      exit      custody      e:xterior.    .Castoria 


EXERCISE  XLI 


/v         VA  .  J  ) 


S-  AND   Z-STROKES   AND   S-  OR  Z-CIRCLE 


63 


EXERCISE 

XLH 

I. 

spy 

II. 

eyes 

21. 

policy 

2. 

sod 

12. 

sigh 

22. 

mossy 

3- 

sink 

13. 

ease 

23- 

boozy 

4- 

saith 

14. 

seas 

24. 

jealousy 

5- 

pays 

15- 

Zeno 

25- 

sewer 

6. 

rows 

16. 

easier 

26. 

scion 

7- 

noose 

17. 

asp 

27. 

Matthias 

8. 

fuse 

18. 

zebu 

28. 

Elias 

9- 

snatch 

19. 

Ezra 

29. 

Darius 

10. 

search 

20. 

noisy 

30- 

besought 

31.  hasty 

32.  dusky 

33.  disposal 

34.  resource 

35.  unmask 

36.  supposing 

37.  nuisance 

38.  mason 

39.  larceny 

40.  dislike 


110.  Teacher's  Dictation  Exercise.  Safe,  loose,  knees,  race,  gaze, 
fix,  locks,  patches,  eases,  see,  ask,  sack,  asp,  sap,  pass,  race,  racy, 
police,  policy,  sign,  scion,  signs,  science,  juice,  Jewess,  fox,  gas, 
gassy,  fusty,  musty,  bestow,  rusty,  dusty,  dizzy,  chosen,  mason, 
beseech,  bias,  base,  rising,  loser,  citizen,  obelisk,  supposing,  desks, 
lisps,  discuss,  resource,  suffusing,  duskiness. 


EXERCISE  XLm 


I. 

seat 

13- 

Sam 

25- 

tease 

37- 

testy 

2. 

sad 

14. 

sang 

26. 

daze 

38. 

cask 

3- 

soak 

15- 

sooth 

27. 

cause 

39- 

razor 

4- 

sag 

16. 

cease 

28. 

gas 

40. 

bask 

5- 

sap 

17- 

sole 

29. 

pass 

41. 

rasp 

6. 

sob 

18. 

sway 

30. 

abuse 

42. 

risk 

7- 

spa 

19. 

save 

31- 

choice 

43- 

cousin 

8. 

sage 

20. 

silly 

32. 

juice 

44. 

pacer 

9- 

sorry 

21, 

sun 

33- 

rags 

45- 

risen 

10. 

sore 

22. 

sneeze 

34- 

oars 

46. 

chosen 

II. 

seer 

23- 

sacks 

35- 

ears 

47- 

mask 

12. 

sash 

24. 

signs 

36. 

hours 

48. 

wasp 

64  L-  AND   R-STROKES,    S-CIRCLES,    HALVING 


THE    DOUBLE    S-CIRCLE 

111.  Syllables  Ses,  Sez,  Zes,  Zez.  Two  sounds  of  s  may  be  expressed 
by  writing  a  circle  twice  the  size  of  the  ^-circle  at  the  beginning, 
middle,  or  end  of  outlines.  Zes  and  zes  may  be  shaded  to  distin- 
guish them  from  ses  and  sez,  but  such  distinction  is  scarcely  neces- 
sary. The  rules  which  govern  the  writing  of  the  j-circle  apply  to 
the  double  ^--circle. 

cases      juices        vices  roses        noses         necessary  '  successive    accessory 


/ 


.^. ^ 


9__ .vJK ;S^...r3:*' 

I 


112.  Special  Vocalization  of  Double  S-circle.  Ordinarily  the  large 
circle  has  the  sound  of  st^s,  but  a  more  prominent  vowel  than  e  occur- 
ring between  the  two  sounds  of  j-  may  have  special  representation. 
As  the  circle  is  large  enough  to  permit  a  vowel  to  be  written  within 
it,  advantage  is  taken  of  the  opportunity  thus  offered  to  express 
definitely  those  prominent  vowels  which  occur  with  the  greatest 
frequency  between  the  two  sounds  of  s  by  writing  their  respective 
signs  within  the  large  circle.  Evidently  but  one  vowel  of  each  sort 
may  be  used  in  this  manner,  and  the  choice  is  made  as  follows  :  — 

(7.   First-place  heavy  dot,  e,  is  written  within  the  circle. 

/'.   First-place  heavy  dash,  a,  is  written  within  the  circle. 

c.  First-place  light  dot,  /,  is  written  within  the  circle. 

d.  Second-place  light  dash,  u,  is  written  within  the  circle. 

(?.   Third-place  light  dot,  a,  is  expressed  by  a  circle  within  the  circle. 
/.   I  and  7^'a  are  expressed  by  their  respective  signs  within  the  circle. 

bases         basis  sausage       suspicious         Texas  incisive         dissuasive 


N^ No t. 


t 


THE   DOUBLE   S-CIRCLE 


65 


113.  The  Syllable  Seses.  An  additional  s  may  be  expressed  by 
continuing  the  stroke  through  the  outline  and  writing  the  circle 
opposite  the  large  double  j-circle. 

abscesses        recesses        successes       italicize  exercises        dispossesses 

V -'^- [^—-^^- <^; 

EXERCISE  XLIV 


EXERCISE  XLV 


I. 

teases 

1 1. 

atlases 

2  I. 

excesses 

31- 

symbolizes 

2. 

cheeses 

12. 

annoyances 

0  -> 

possessed 

32. 

supposes 

3- 

gazes 

13- 

sciences 

^3- 

system 

2,3- 

solemnizes 

4- 

nooses 

14. 

peruses 

24. 

emphasis 

34- 

apologizes 

5- 

muses 

15- 

victimizes 

-5- 

emphasize 

35- 

exegesis 

6. 

ruses 

16. 

indisposes 

26. 

exercising 

36. 

^Mississippi 

7- 

looses 

17- 

necessity 

27- 

capsizes 

37- 

Parnassus 

8. 

amuses 

iS. 

successful 

2S. 

deputizes 

3S. 

synopsis 

9- 

refuses 

19. 

inaccessible 

29. 

revises 

39- 

molasses 

lO. 

bodices 

20. 

sneezes 

30- 

necessitously 

40. 

injustices 

66  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

114.  Teacher's  Dictation  Exercise.  Ruses,  poses,  mazes,  chases, 
causes,  hisses,  fixes,  loses,  debases,  refuses,  carouses,  arises,  rises, 
leases,  Alice's,  theorizes,  memorizes,  Jesus,  Colossus,  systems,  resist, 
emphasizes,  capsizes,  exhausts,  sausages,  theses,  thesis,  scissors, 
Caesar,  Cicero,  rejoices.  Genesis,  imposes,  desist,  affixes,  successive, 
necessary,  Sussex,  Sicily,  excesses,  vexes,  sciences,  senses,  census, 
ounces,  abscess,  repulses,  recesses,  exercises,  accessory. 

THE    ST-  AND    STR-LOOPS 

115.  Syllables  St  and  Zd.  By  enlarging  and  flattening  the  J-circle 
the  sound  of  sf  or  zd  with  no  intervening  vowel  may  be  expressed. 
This  loop  is  written  on  about  one  third  of  the  stroke  and  is  governed 
by  the  rules  of  the  ^--circle.     It  is  sounded  sfuk. 

paste      guest       laced        fast  stains  staid      amazed     housed      stillest 

•[„„„.^..„_.i^_„....:.{:._ 


.-?U!^.. 


-/- 


It  will  not  be  necessary  to  distinguish  between  s^  and  zd,  as  the 
context  will  readily  determine  the  word  intended. 

116.  Vowels  after  St.  When  a  vowel  follows  sf  at  the  end  of  a 
word,  the  ^-circle  and  the  stroke  fii/i  must  be  used.  The  j/-loop  may 
be  used  in  the  middle  of  words,  but  not  when  the  stroke  which  fol- 
lows s^  continues  through  the  stroke  to  which  the  j"^loop  is  attached. 
The  loop  may  not  be  used  in  words  like  postage,  vestige,  Gustavus, 
castigate. 

must        musty     dust     dusty     beast       bestow       testify      ghostly     statistics 

.1: LA._  V      t _£-..t...„ 


h-^ -V 


117.  The  Syllable  Str.     A  larger  loop,  written  on  about  two  thirds 
the  length  of  the  stroke,  expresses  the  sound  of  str.     This  loop  is 


THE   ST-  AND   STR-LOOPS 


67 


written  at  the  middle  or  end  of  words,  and  is  governed  by  the  rules 
of  the  j-circle.     It  is  sounded  star. 

master       duster  jester        investor       bolsterer     muster-file    impostor 

..^ .b: I. .^::fe...._.^>^......:^ -^.....^ 

118.  The  Syllable  Strs.     An  additional  s  may  be  added  to  the 

st-  and  j/r-loops. 


guests 


vests 


.^.. 


mists  invests        songsters    readjuster-s    investors 


.:rVi=.......:^. ^:.._.r^„ 


>r-^  /T^ 


.^...^...^.•^..^. 


;\ 


'(T%' 


EXERCISE  XL VI 

l_.v-^.--:5.-:i5._A..j_.._.<f..^_jL. 

>sl^. CNJJ?. *<L.... 


4£.fl:..^^..._^...^^....^.■...v.^-.::rjto...N...x...>*. 


■\f?- 


N. 


■ViT- 


1.  post 

2.  poster 

3.  chest 

4.  Chester 

5.  mast 


EXERCISE  XLVn 

6.  master 

7.  vast 


8.  vaster 

9.  staid 


10. 


study 


11.  style 

12.  story 

13.  stair 

14.  sliced 

15.  silenced 


16.  stuff 

17.  stamping 

18.  stomach 

19.  stimulus 

20.  sinister 


68  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

21.  atheistic  26.  theorized  31.  musterer  36.  theists 

22.  statistical  27.  stolid  32.  teamsters  37,  Axminster 

23.  theistic  28.  steerage  33.  molests  38,  choristers 

24.  sophistical  29.  sincerest  34.  gamesters  39.  stammers 

25.  scholastic  30.  luster  35.  outcasts  40.  paymasters 

119.  Teacher's  Dictation  Exercise.  Cast,  castor,  fast,  faster,  dust, 
duster,  jest,  jesters,  post,  posters,  past,  pastor,  coast,  coasters,  roasts, 
roasters,  stage,  step,  stiff,  store,  story,  stump,  stole,  styles,  stillest, 
silliest,  stars,  gust,  gusty,  gusset,  rust,  rusty,  russet,  gist,  justice,  test, 
testify,  justify,  mast,  musty,  mist,  misty,  mystify,  destiny,  majestic, 
sophistic,  invests,  investors,  stores,  stories. 


WORD    SIGNS 

Sixth  List  of  Word  Signs 
Arbitrary : 

o  is,  his 
_Q  as,  has  ^  first  _ 


Contractions  : 

c<~N  similai-ly  d  because 

P  satisfy-ed         _     _(5'^  somebody  V^several 


V_^  influence     v^  influenced       /.— ^impossible-ility 

^yours  v^^^j.  licnce  ^^^_^  next  _    <^suggest 


WitJioiit  I'o'cL'ds  : 

(■     X  seem  ^^^_^  seen  ,  . 

e 


f(f~^  seem  '?._y  seen  ,  .  this 

^'^'^      /..  ^^^^^^         i£—-^  some,  sum  j^  its  Q^  /  those 


mn=;t.  rnost 


y/ju? 


I. 9a^- 


:..r...zJ.. 


WORD-SIGN   SENTENCES  69 

EXERCISE  XLVra 

--J^-^ ^ z^- 


2 £-— ^ . ./. - 

i..i-r..^;.I.v,..^..,.3-^.:J_.:..^.    -  -r 


-\ )C 


-  ,     o      p  o  /      o      ^ 

.?..-/^-^cr!Ci..i^^..,<5r>>..x.JSi_.....U-_-^ ^0\^ s....h...x. 

§ .^. ^..L..-v^--^--|-^-<::$— 


X. 


l.^...fe::-o...|:.^...^...^-'..\i-..-w..^r:^..!. 


.u 


EXERCISE  XLIX 

1.  Isaac,  if  you  arise  early,  awake  Howard,  and  coax  him  to  go  on 
with  the  study  of  the  book.  2.  He  may  buy  some  of  those  toys  if 
he  has  six  dollars  in  his  bank.  3.  The  seals  sleep  on  the  rocks 
and  seem  to  be  satisfied  with  such  easy  lives.  4.  He  said  he  should 
be  on  his  way  to  the  city  the  first  thing  to-morrow,  because  he  must 
make  several  sales  before  sunset.  5.  Miss  Emily  Chase  sang  "  The 
Last  Rose  of  the  Season,"  and  it  would  be  impossible  to  state  its 
influence.  6.  Jesse  took  several  doses  of  Jackson's  Panacea,  and 
said  he  never  was  so  joyous  in  his  life.     7.  The  sun  was  a  ruddy  orb 


JO  L-  AND   R-STROKES,   S-CIRCLES,  HALVING 

as  it  set  to-day,  leaving  the  earth  arrayed  with  lovely  hues  ;  I  think 
Saturday  will  be  fair.  8,  Lester's  being  such  a  jester  may  sug- 
gest the  likeness  to  a  king's  fool  which  some  have  noticed.  9.  Thou- 
sands of  seals  were  seen  on  the  coasts  of  Siberia  in  just  the  same 
way  many  months  ago.  10.  Enough  pure  lime  and  alum  to  satisfy 
you  may  be  seen  at  the  chemist's  house,  but  you  should  know  he  has 
no  regular  shop.  11.  A  similar  desk  came  to  Thomas  Foster  at  dusk, 
but  the  cost  was  too  heavy  ;  hence  his  refusal  to  receive  it.  12.  This 
seal's  fur  is  smooth,  and  it  will  make  a  nice  wrap  for  somebody. 
13.  It  is  an  impossibility  for  the  thief  to  steal  the  king's  jewels, 
for  they  are  locked  up  in  the  tower  next  to  the  stockade.  14.  I  have 
seen  the  aurora  borealis  arch  with  rare  beauty  in  the  sky,  and  feel 
you  would  enjoy  a  sight  of  it.  15.  Our  cook  rang  the  alarm  bell,  and 
so  may  have  influenced  your  cook  the  day  of  the  fire. 

THE    HALVING    PRINCIPLE  — FIRST   SECTION 

120.  Halving  for  Tuh  and  Duh.  In  English  /  and  d  are  letters  of 
frequent  occurrence,  and  on  that  account  furnish  an  unusual  oppor- 
tunity for  an  abbreviating  principle  in  phonography.  In  addition 
to  this,  the  fact  that  both  are  represented  by  downward  strokes  and 
frequently  follow  each  other,  or  other  descending  strokes,  makes 
it  desirable  to  shorten  this  downward  tendency ;  otherwise  the  out- 
lines would  often  be  written  too  far  beneath  the  line. 

121.  Relation  of  Like  Sounds.  In  English  there  is  a  marked 
tendency  for  light  sounds  to  follow  each  other,  and  heavy  sounds 
to  be  accompanied  by  other  heavy  sounds.  In  this  connection  it 
should  be  observed  that  </  often  takes  the  sound  of  /  if  it  follows  a 
light  sound  ;  thus,  efi/i,  etched ;  like,  liked. 

By  writing  a  stroke  half  its  usual  length,  the  sound  tuh  is  added 
to  a  light  stroke,  or  duh  to  a  heavy  stroke. 

tack    tacked       robe       roLed     etched    edged     cot     God   east  eased  pat     bad 

—       —*)') 

--[^ [^ Z>X...^--^ y- \......l,, -v--xr- 


THE   HALVING   PRINCIPLE— FIRST   SECTION  yi 

122.  Reading  Halved  Strokes.  A  vowel  written  before  a  half-length 
stroke  is  read  first ;  written  after,  it  is  read  before  the  added  fuA 
or  duA.  Any  circle  or  loop,  however,  is  read  before  the  vowel  if  the 
circle  or  loop  is  at  the  beginning ;  or  after  the  vowel  and  the  added 
tuA  or  duA  if  at  the  end. 

itcted     ebbed   cat      jade      sift      sfcibbed   spite  staved   beads    goads     lofs 

A — ^..A ^         » — y.^...^^ — 


Half-length  outlines  in  the  third  position  are  written  entirely  beneath 
the  line. 

123.  Halving  L,  M,  N,  and  R.  As  duh  occurs  but  seldom  after  the 
sound  of  um/>,  ung,  yuh,  and  wuh,  there  is  great  advantage  in  decid- 
ing that  these  four  strokes  when  standing  alone  may  never  be 
halved  to  add  duh.  As  a  result  of  this  decision,  um,  un,  luh,  and 
tir,  the  "mates"  of  these  four  strokes,  are  halved  and  shaded  to  add 
duh.  These  half-length  shaded  strokes  cannot  be  confused  with 
ump,  ung,  yuh,  and  wuh,  as  these  strokes  are  not  halved  when  standing 
alone.     Half-length  shaded  luh  must  be  written  downward. 

meet      mead       not       nod      lot    old     art    aired  smite    sound    slight   stared 

-S^  /f^  f-^  js^  /^  ^  ^ 

—       - -      ^     x^^ -^ *- 

124.  Halving  Upward  S  and  Upward  R.  Half-length  suh  may  be 
written  upward  if  necessary;  and  half-length  ruh  must  not  stand 
alone.    The  syllable  est  may  be  expressed  by  the  jZ-loop. 

nicest      risest      laxest     write        rat  rate     turret     garret  neatest  softest 

_!:f.__li-.^....:^.._._^ A l...„_..^..J^.. 

125.  Halving  forbidden,  a.  The  halving  principle  may  not  be  used 
when  strokes  are  joined  without  forming  a  distinct  angle  ;  otherwise  it 
would  be  difficult  to  tell  where  the  first  stroke  ended,  especially  when 


72 


AND   R-STROKES,   S-CIRCLES,   HALVING 


rapid  writing  made  it  difficult  to  be  careful  about  the  angle 
lacked  fagged  evoked  Jcicked 

not 


not 


b.  Do  not  halve  when  t  or  d  \s  preceded  by  two  vowels,  one 
accented  ;  when  a  vowel  follows  t  ox  d  zX  the  end ;  or  when  a  vowel 
occurs  between  /  and  d,  r  and  d^  or  h  and  d. 
fiat        poet       Fayette      giddy      haughty         veto         laid       reed 


L..,V-a 


hoed 


exercise:  l 


'    /• 


•5      J- 


\a 


^ 

■.--» 


-£„.r....a 


-A 


rn. 


^-1   F      V 


t^-V 


EXERCISE 

;  LI 

I. 

rake 

1 1. 

deed 

2  I. 

pilot 

31- 

stored 

2. 

raked 

12. 

bathed 

2  2 . 

antic 

32. 

wrought 

3- 

urge 

13- 

caged 

23- 

aimed 

ZZ- 

ride 

4- 

urged 

14. 

cats 

24. 

pared 

34- 

riot 

s- 

back 

15- 

jades 

25- 

field 

35- 

bobbed 

6. 

backed 

16. 

scouts 

26. 

fault 

36. 

leaked 

7- 

page 

17- 

sonnets 

27. 

timid 

37- 

slaked 

8. 

paged 

18. 

summits 

28. 

soundly 

38- 

roared 

9- 

fit 

19. 

lacerate 

29. 

index 

39- 

stacked 

lO. 

aft 

20. 

resound 

30- 

indigo 

40. 

stemmed 

THE   HALVING  PRINCIPLE— FIRST   SECTION  73 

126.  Teacher's  Dictation  Exercise.  Rubbed,  leaped,  topped,  kept, 
raged,  bagged,  rocked,  ragged,  booked,  hatchet,  cheat,  late,  bid,  fit, 
shot,  eased,  goad,  fights,  voids,  omits,  buds,  maids,  mats,  swords, 
scouts,  active,  antic,  billet,  cottage,  results,  lit,  ailed,  mit,  aimed, 
knots,  nods,  art,  aired,  boomed,  paired,  ruined,  bailed,  refilled,  lagged, 
locket,  reared,  piped,  cocked,  model,  steamed. 

127.  Common  Errors  on  S-Circles  and  Halving  Principle,  a.  Tendency 
to  use  the  i--circle  where  the  stroke  should  be  used. 

Compare  sack    with    ask;       sail   with   assail ;  pies   with  pious 

r       V-   ^       \ 
^..^...^..£:.....^.^k:. .) 

signs    with    science ;        spice    with    spicy ;      days    with    daisy 

...L^........S \ i I- _. 


<2LP 


b.  Failure  to  appreciate  the  fact  that  circles  and  loops  do  not 
have  the  value  of  strokes,  hence  they  generally  have  less  effect  on 
the  choice  of  r-stroke  than  a  vowel  which  precedes  or  follows  the  r. 
Write  store,  story,  circus,  stork,  stirrup,  forces,  forest,  forester. 

c.  Failure  to  observe  that  when  s  ox  z  occurs  in  the  middle  of  a 
word  the  ^--circle  may  always  be  used,  without  reference  to  vowels 
preceding  or  following,  except  in  cases  of  derived  words. 

d.  Failure  to  understand  and  apply  the  rules  which  govern  the 
j-circle  when  it  occurs  in  the  middle  of  a  word. 

e.  Tendency  to  write  the  j-Z-loop  in  words  like  gusty  or  gusset. 

Compare  ^«j^,      gusty,     gusset;  rust,       rusty,     russet 

.....^_.^ZT_„.3,„.„^.„zd....^.„... 

f  Tendency  to  write  words  like  lacked,  kicked,  bobbed,  reared,  etc., 
with  the  halving  principle.  If  this  is  done,  there  is  no  angle  to  tell 
where  the  full-length  stroke  ends  and  the  half-length  begins.  Stroke 
tuh  or  duh  must  be  used. 


74  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

g.  Failure  to  write  a  stroke  tuh  or  duh  in  words  like  pity,  giddy, 
veto,  Biddy,  etc.  The  halving  principle  must  not  be  used  in  this 
class  of  words. 

h.  Tendency  to  confuse  words  like  beads  and  beast. 

Compare  beads  with  beast ;   pats  with  past ;  nets  with  nest ;  mats  with  mast 
.^^ \---^-5 >--^ 

/.  Failure  to  observe  that  convenience  of  outline  generally  makes 
it  best  to  use  nl  before  sn,  and  after/f,  vs,  and  ns ;  also  ruh  after  iis. 

WORD   SIGNS 

Seventh  List  of  Word  Signs 

Without  Vowels : 

_  got  I  did  (  thought      (  that        ^  ^^^ 

_  _could —A^.l'SpO- 

^  about 
^  might  <y>   seemed 

i-N_?L^<?? C-}-^ --       

Contractions  : 

,-^  immediate-ly 

(without _^^  "5i^!l?._  >^  'i"^?''__     C-  ^9-^4'_]}f^^  _ 

^'hand 
^  Lord,  read            <^    somewhat 
i^atter r>_word  _  

-    '"^"fact' 

For  convenience,  several  of  the  heavy-stroke  signs  are  used  to 
express  an  added  t,  and  one  light-stroke  sign  is  used  to  represent 
an  added  d. 

128.  Adding  Circles  and  Loops  to  Word  Signs.     S,  st,  or  str  may  be 


added  to  a  word  sign  ;    thus  :  t/iiugs,  \_^  knows,  \^^_  youfigest, 

\^  yoiiitgstcr.      A  word  sign  may  sometimes  be  made  half-length  to 
express  the  past  tense  •,   thus  :  hoped,  ~7".  acknoioledgcd, used, 

_-_.  seemed,  etc. 


WORD-SIGN   SENTENCES  75 

EXERCISE  Ln 


EXERCISE  Lm 

1.  The  cat  made  the  dog  mad  as  they  fought  about  the  piece  of 
meat.  2.  He  took  a  note  of  the  items  in  the  deed  and  said  he 
would  get  a  good  copy  after  a  time.  3.  Joseph  wrote  at  a  fast 
rate,  and  could  read  his  notes  easily.  4.  What  made  you  go  away 
immediately,  and  how  did  you  manage  to  allow  the  boys  to  assist 
after  you  had  left  ?  5.  They  had  not  seen  him  before,  and  thought, 
by  the  way  his  hand  shook,  that  he  was  as  old  as  Moses  Forrest, 
at  least.     6.  Without  our  knowing  the  nature  of  the  joists,  you  ask  us 


1^ 


L-  AND  R-STROKES,  S-CIRCLES,  HALVING 


to  buy  some,  and  you  still  expect  us  to  let  our  buyer  send  for  so 
many.  7.  To  make  immediate  use  of  all  the  abilities  we  possess  is 
the  best  that  we  may  hope  to  do.  8.  We  should  hold  the  good  deeds 
of  our  enemies  before  our  gaze,  and  not  always  see  the  bad  side. 
9.  If  all  would  stick  to  the  facts  in  any  case,  justice  would  be 
satisfied.  10.  By  the  word  of  the  Lord  many  have  seemed  to  get 
a  holy  zeal.  11.  Though  she  may  be  somewhat  rickety  now,  the 
old  steamer  has  pulled  many  a  large  party  to  Buzzard's  Bay.  12.  The 
rat  lived  under  the  house  for  a  long  time,  and  took  his  meals 
as  he  felt  disposed.  13.  Samson  was  an  unusual  being,  and  was 
possessed  of  a  might  such  as  few  have  enjoyed.  14.  Those  who 
have  all  the  money  they  need  have  got  all  they  should  ask  for  or 
could  expect  to  enjoy.  15.  It  is  held  that  all  have  the  common  right 
to  aim  for  happiness. 

EXERCISE  LIV  — REVIEW 


j^\  A  zl__^._::<:.r^„:^_______:\.^_-^.b^-. 


^:^^.4 


EXERCISE  LV  — REVIEW 


I. 

like 

6. 

lengthiest 

1 1 

rooming 

16. 

alive 

2. 

alike 

7- 

rack 

12 

remedy 

17- 

reach 

3- 

alkali 

S. 

Arcadia 

13 

leap 

18. 

archway 

4- 

lugged 

9- 

rear 

14 

elope 

19. 

ruby 

,v 

alongside 

lO. 

Romish 

IS 

live 

20. 

Arabic 

WORD   EXERCISES 


n 


21.   Ruth 

2  2.  earthy 

23.  acerbity 

24.  cherubim 

25.  inform 


26.  unfairly 

27.  etymology 

28.  evolve 

29.  bowl 

30.  foal 


31.  leer 

32.  Leary 
Tf-i^.  renewal 

34.  dowel 

35.  Nile 


36.  annul 

37.  impel 

38.  mayor 

39.  emperor 

40.  embargo 


EXERCISE  LVI  — REVIEW 


4-ii-wM-#--  '^ 


.:::i...±L^....L. 


^.l..=^^,^.lZ...'^...^':^ 


X-"^-^-:^ 


-/ 


EXERCISE  LVn— REVIEW 


I. 

zodlogy 

II. 

assayer 

21. 

design 

31- 

ounces 

2. 

zest 

12. 

cyanic 

22. 

cowslip 

32. 

adzes 

3- 

acidity 

13- 

Boaz 

23- 

message 

ZZ- 

suspicious 

4- 

auspicious 

14. 

dais 

24. 

disuse 

34- 

emphasizes 

5- 

espouse 

15- 

expire 

25- 

noisome 

35- 

jest 

6. 

poesy 

16. 

excuse 

26. 

housing 

36. 

justice 

7- 

posy 

17- 

cusk 

27. 

nuisance 

37- 

opposed 

8. 

Melissa 

18. 

custom 

28. 

visage 

38. 

opposite 

9- 

Sierra 

19. 

tusk 

29. 

incendiary 

39- 

barristers 

10. 

joyously 

20. 

musk 

30- 

viciousness 

40. 

teamsters 

78  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

EXERCISE  LVni  — REVIEW 

,  ^  r^  ^^  -^ 


I 

2      ...^„..^.. X. 


z:..../^„ 


^._N^....»^-._S> 


S£ 


.^...7\..^.^-. 


.iL>^.4R.. 


•■5  •■)   ^^  x'^^  '^   ^  A 


id..;r...d.....xi.. 


.£11. 


^ 


EXERCISE  LIX  — REVIEW 


1.  tipped 

2.  digged 

3.  foot 

4.  bode 

5  picket 

6.  jagged 

7.  loathed 

8.  pocket 

9.  lightest 

10.  deeds 

11.  alights 

12.  nets 

13.  nods 

14.  moats 

15.  moods 

16.  shouts 

17.  fiats 

18.  voids 
ig.  ants 
20.  gnats 


21.  soaked 

22.  sobbed 

23.  stacked 

24.  stopped 

25.  naughty 

26.  gnawed 

27.  gnat 

28.  annoyed 

29.  mote 

30.  mowed 

31.  ailed 
2,2.  alight 
7,2,-  aired 

34.  art 

35.  sacked 

36.  scout 

37.  smites 

38.  snouts 

39.  sleets 

40.  sifts 


41.  stirred 

42.  stained 

43.  intense 

44.  desolate 

45.  disowned 

46.  fetlock 

47.  sketched 

48.  surfeit 

49.  mimicked 

50.  hitched 

51.  steamed 

52.  staved 

53.  stocked 

54.  stoned 
55-  buds 

56.  cheats 

57.  goads 

58.  cats 

59.  skates 

60.  spots 


61.  afield 

62.  appalled 

63.  teamed 

64.  fascinate 

65.  insect 

66.  desired 

67.  hide 

68.  red 

69.  peeped 

70.  slacked 

7 1 .  vacate 

72.  caulked 

73.  caged 

74.  loafed 

75.  rugged 

76.  rocked 

77.  hatchet 

78.  imitate 

79.  associate 

80.  packet 


SPEED-PRACTICE   MATTER  79 


SPEED  PRACTICE 

129.  Speed-Practice  Letter  3.  A  speed  of  fifty  or  more  words  per 
minute  should  be  attained  on  the  following  letter.  To  this  end,  first 
write  it  neatly  and  carefully,  then  have  it  corrected.  Practice  it 
repeatedly,  correcting  as  you  go  along,  and  have  it  dictated  the  last 
few  times,  omitting  the  vowels.  Observe  whether  your  last  copy  is 
as  accurate  as  the  first  correct  one. 


Tuscaloosa,  Alabeima,  August  6,  1905. 
JAMES  SISSON,  Esquire. 

Peoria,  Illinois. 
Sir: 

We  received  your  note  of  the  15th  ultimo,  and  heg  to  bslv   that  we 
are  sorry  to  be  informed  that  the  package  we  sent  you  ^  has  not  yet 
reached  you.  We  did  our  best  to  get  it  off  in  good  time,  and  think  you 
will  yet  receive  it  early  enough™  to  allow  you  to  use  the  posters  for 
the  object  you  name.  We  shall  write  to  the  carriers  of  the  goods 
immediately,  and  hope  we  "^  may  get  some  news  in  time  to  meet  your  needs. 

It  seems  peculiar,  since  the  necessary  costs  were  already  met,  that 
they  should  be  so"*  long  on  the  road.  We  still  suppose  you  will  get  them 
by  the  day  you  name,  and  we  would  advise  you  not  to  let  the '^  delay  em« 
barrass  you  in  the  least.   We  think  you  will  be  safe  if  you  look  for 
them  by  the  13th,  for  you  certainly  will  receive  them'™  by  that  day. 

We  desire  to  inform  you  that  we  have  on  hand  to-day  some  good 
books,  about  which  we  ask  your  serious  thought.   We""  feel  certain  they 
would  assist  you  in  your  studies  and  make  some  of  your  arduous  tasks  far 
easier.  We  shall  send  sample  copies  for  perusal^. 

Yours  as  ever, 

THOMAS  TALCOTT  &  SOH. 

130.  Speed-Practice  Matter  i.  The  following  selection  is  adapted 
from  ^sop's  Fables,  and  is  intended  to  furnish  the  student  with 
matter  different  from  business  letters  to  be  written  in  neat  short- 
hand, corrected,  and  practiced  until  the  whole  can  be  written  from 
dictation  in  four  minutes  :  — 

It  was  said  that  the  lion  was  sick  and  could  not  leave  his  lair,  but 
that  he  would  be  happy  to  see  any  of  the  "^^  beasts  who  might  come 


8o  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

to  pay  the  respect  that  was  due  to  him.  Many  took  advantage  of  his 
goodness  and  loyally  sought  the  house  of**  the  "  Lord  of  the  Forest," 
but  it  was  noticed  that  the  fox  wisely  kept  away. 

The  lion  noticed  his  absence  and  sent  a  jackal  to^^  say  that  he 
hoped  that  he  was  not  void  of  the  respect  he  owed  to  the  lion.  He 
desired  him  to  come  and  do  his  ^°°  duty,  as  did  the  rest  of  the  beasts. 

The  fox  said  to  the  jackal:  "Give  my  sincerest  respects  to  your 
master  and  say  that  I  ^^^  had  intended  to  come  to  see  him,  but  I 
notice  that  all  the  footmarks  at  the  mouth  of  his  house  face  the 
door.  No  visitors  ^^"  seem  to  have  left  him,  for  no  footmarks  are 
seen  that  indicate  they  have  come  out.  Because  of  this  important 
fact  I  have  decided  to  ^'^  stay  away.  I  hope  he  will  excuse  me." 
The  lion's  illness  was  a  mere  sham  to  lure  the  poor  innocent  and 
foolish  beasts  to  death. -"'^ 

WORD    SIGNS 

Eighth  List  of  Word  Signs 
Contractions  : 

satisfactory      ^subject         S.  subjected        jDecember     ''^/'Massachusetts 

^    "    T 

purpose     ""^""^  nevertheless  manuscript  I   disadvantage 

\" r ~"'"^;,,„r      " 

bankrupt         ,establish-ed-    H"-   .^  ^V_^    -        -  indiscriminate 


■^- 


EXERCISE  LX 


L  I  would  suggest  that  it  might  be  a  good  thing  to  pay  your 
interest,  so  that  you  may  be  at  no  disadvantage  if  Ezra  is  ready 
to  establish  the  fact  that  you  owe  him  such  a  large  sum  of  money. 
2.  I  am  satisfied  that  he  said  such  things  as  you  speak  of,  because 
this  fellow  is  of  such  a  nature  that  he  would  not  hesitate  to  say  all 


SHORTHAND   PENMANSHIP   EXERCISES 


8l 


that  he  thought.  3.  It  is  my  purpose  to  sell  him  a  large  bill  of 
these  goods  in  December;  and  immediately  after  1  have  sold  to  him 
I  have  no  fear  that  anybody  else  will  get  his  custom.  4.  The  bank- 
rupt said  he  would  be  ready  to  sell  the  manuscript  to  any  good 
house  in  the  book  business,  but  he  would  insist  on  being  given 
a  note  subject  to  six  per  cent  interest.  5.  I  might  take  immediate 
steps  to  hold  him  to  his  word,  but  I  feel  somewhat  uncertain  about 
the  result  of  such  a  way  of  dealing  with  a  large  buyer  of  goods. 
6.  Nobody  of  any  importance  lives  in  the  house  which  we  saw  on 
our  way  to  the  Salem  news  store.  7.  He  wrote  the  manuscript 
for  the  purpose  of  which  you  spoke,  but  he  did  not  get  so  much 
for  it  as  he  should  have  had  because  its  subject  was  not  satis- 
factory. 8.  It  is  a  fact  that  he  became  bankrupt,  but  not  as  the 
result  of  his  own  faults  ;  nevertheless,  he  failed  last  December,  in 
Chelsea,  Massachusetts.  9.  It  is  an  established  fact  that  indiscrim- 
inate exercise  is  as  bad  for  the  body  as  too  little ;  hence  all  should 
show  a  wise  interest  in  this  important  subject.  10.  I  have  seen 
similar  sights  several  times,  but  I  do  not  let  such  things  influence  me. 


SHORTHAND    PENMANSHIP   EXERCISES 

131.  Drill  on  Circles  and  Loops.      Do  not  fail  to  practice  the  mus- 
cular movement  and  to  use  it  constantly. 


Circles  between  Straight  Strokes 


Be  careful  about  the  size  of  the  circles  and  loops.  Write  each 
combination  many  times,  until  it  can  be  made  with  an  easy,  continu- 
ous movement.      Each  stroke  must  be  perfectly  straight. 


82  L-  AND   R-STROKES,   S-CIRCLES,   HALVING 

Circles  between  Straight  and  Curved  Strokes 


k^..L^_o/L5.oA^ . 


.!^_V:.La. 


k_aUjc?:^(A3..9_.?^,g_fcrp.cr:i(cc/<^.o<^„\°--\^---L^ 


Some  of  these  are  difficult,  but  their  mastery  means  ease  of  execu- 
tion in  a  part  of  your  chosen  field  of  work. 

Circles  between  Curved  Strokes 


^ak:k?-C_..Lak^> 


Some  of  these  circles  and  loops  must  be  made  with  great  care. 
Persevere  in  practicing  them  faithfully. 


COMBIXATIONS    OF    CIRCLES    AND    HALVING 


L/L/Zl^.. 


Through  all  these  exercises  there  is  an  attempt  to  illustrate  the 
rules.  V,e  thoughtful  as  you  write  them.  Do  not  leave  this  exercise 
until  it  is  written  speedily  and  yet  neatly. 

Do  not  "scrawl";  better  slowly  draw  all  exercises  than  do  that. 
Persevere.  Remember  your  hand  needs  the  training,  or  you  would 
have  no  trouble  with  these  exercises.     That  is  a  fair  test. 


WORD    SIGNS 
Review  List  of  Signs 


o  is,  his 
_Qa§,_has 


a.i}Ts^__ 

satisfy-ied 


-r- 

I  said 


influence 
hence 


v_p  influenced 
v^^^  next 


"^  Lord,  read 
^  word 


<'^  S'omewhat 


<5^   seemed 


8-3 


could 


anybody 


—  got 

__  get,  good 


^e 


nobody 
establish-ed-ment 


,5—^  seem,  similar-ly 
rt— ^  some,  sum 


I  did 


about 


V  bankrupt 


k 


December 


-^somebody 
V^  several 


(  thought 


//  Massachusetts 
I  disadvantage 

/    


(  that 
(  without 


ijl\ 


,  not 

nature 


purpose 
subject 


because 


L 


this 


\>  those 

^  yours 

'~6  impossible-ity 


(^  after 
^"facV" 


r. 


let 


> 


■>, 


subjected 


under 

hand 

might 


k 


satisfactory 


^^-55  must,  most 
..(/.>ft 


/-y  immediate-ly 
-_    made 


indiscriminate 


1 


interest 


r_ 


held,  hold 


—    manuscript 
nevertheless 


/. 


suggest 


Part   IV 

H-TICK,  INITIAL  HOOKS,  SEMICIRCLES,  AND  PHRASING  BEGUN 

H-STROKE   AND    ITS    SUBSTITUTES 

132.  H-Stroke  at  the  Beginning.  There  are  two  substitutes  for  the 
/^-stroke.  This  stroke,  however,  will  continue  to  be  used  under  the 
following  conditions  :  — 

a.  When  huh  is  the  only  stroke  in  a  word ; 

b.  When  a  vowel  precedes  huh  at  the  beginning  of  a  word  ; 

c.  When  huh  begins  a  word  before  all  consonants  except  kuh,guh, 
um,  n?fip,  suh,  zuh,  (unless  a  stroke  follows  s  or  z),  ur,  7vuh,  and  luh. 

hoe     hue     ahoy    ahead    Ohio     aheap     hedge     heavy     hash        hang      hath 


133.  H-Tick  at  the  Beginning.  The  //-stroke  does  not  join  con- 
veniently with  certain  strokes  ;  therefore  a  small  tick  is  substituted. 
When  huh  begins  a  word  and  is  followed  by  huh,  guh,  um,  unip,  suh, 
zuh,  ur,  wuh,  and  luh,  a  small  tick  written  in  the  direction  of  chuh 
may  be  used.  Observe  that  these  strokes  are  natural  pairs,  except 
one.  Four  are  written  horizontally,  four  downward,  and  one  upward. 
The  order  in  which  they  are  given  makes  it  easier  to  conimit  them 
to  memory. 
hack     hug     hum  hemp    hair    why    Hessie  whose   whole     hectic  Helena 

84 


^r^. 


H-STROKE   AND    ITS    SUBSTITUTES 


85 


134.  H-Stroke  in  the  Middle.  When  acute  angles  result,  the  ^-stroke 
is  used  in  the  middle  of  words  before  all  consonants  except  the  nine 
before  mentioned.  To  get  a  full  //-stroke  it  is  sometimes  necessary 
to  retrace  the  hook  of  the  huh  on  the  preceding  stroke. 


boyhood        unhitch 


unhinge 


rawhide 


abhor 


unhappily 


135.  H-Tick  in  the  Middle.  When  two  acute  angles  result,  the 
//-tick  is  used  in  the  middle  of  a  word,  provided  it  occurs  before  any 
one  of  the  nine  consonants  before  mentioned. 


unhook 


inhume 


Nahum 


rehear 


inhale        unwholesome 


136.  H-Dot  in  the  Middle.  Whenever  it  is  inconvenient  to  use  the 
/^-stroke  or  the  //-tick  in  the  middle  of  a  word,  a  dot  written  beside 
a  dash  vowel  or  before  a  dot  vowel  may  be  used  to  express  the 
sound  of  //////. 


adhere 


L 


mahogany  hardihood        Mohawk  Jehovah  uphill 


■£■ -^ 


137.  The  Sound  of  Wh.  With  the  exception  of  a  few  words  (like 
who,  whom,  whose,  whole,  and  their  derivatives),  words  beginning 
with  the  spelling  wh  are  pronounced  as  though  they  were  spelled  hw ; 
thus,  when  is  pronounced  as  though  it  were  spelled  hwen. 


whey 


whiskey 


wheeze 


whistle 

V 


whist 


^ 


86  INITIAL  APPENDAGES  AND   PHRASING 

EXERCISE  LXI 


,^<y...^...^A. 4....^. _^..^ 


EXERCISE  LXII 


1.  hip 

2.  heathy 

3.  hod 

4.  hobby 

5.  haughty 

6.  hatch 

7.  hedge 
S.    Havana 
9.   hyena 

10.   hi<rh 


11.  hoy 

12.  hah 

13.  oho 

14.  aheap 

15.  hackney 

16.  hoax 

17.  Hague 
iS.   hemmed 

19.  haunch 

20.  hussv 


2 1 .  hollow 

22.  harm 
hill 
help 
harvest 
hero 

27.  horrify 

28.  heard 

29.  behead 

30.  unhappy 


24 

25 
26 


31.  unhappiness 

32.  inhuming 
^-i^.  whom 

34.  unheard 

35.  unhealthily 

36.  cohere 

37.  Bohemia 

38.  uphill 

39.  history 

40.  histology 


138.  Teacher's  Dictation  Exercise.  Head,  haughty,  hip,  huge, 
Hannah,  hunch,  heavy,  hung,  hol^by,  hay,  oho,  Ahab,  hack,  hog, 
humming,  humpy,  history,  hazy,  hear,  whey,  heel,  harming,  hackney, 
heaviness,  Harry,  horrid,  boyhood,  abhor,  hard,  humid,  unhinge,  un- 
hanged, whistler,  whiz,  unhealthy,  inhere,  Nahum,  unhook,  hardihood, 
babyhood,  hedgehog,  Dahomey,  upholster,  Johanna,  hunchback, 
hodgepodge,  horseback,  horizon,  hogshead,  Hopewell. 


W-STROKE,  W-HOOKS,  AND    W-SEMICIRCLES  87 


W-STROKE  AND  ITS  SUBSTITUTES 

139.  Rules  for  the  Use  of  W-Stroke.     The  stroke  form  of  wuh  will 
continue  to  be  used  under  the  following  conditions :  — 

a.  When  wuh  is  the  only  consonant  in  a  word ; 

b.  When  wuh  is  preceded  by  a  vowel  at  the  beginning  of  a  word; 

c.  When  wuh  is  followed  by  a  circle,  loop,  or  hook ; 

d.  When  wuh  is  followed  by  two  vowels,  one  accented. 

■woe      weigh     way     away     awoke       weighs        west-      wasp        wJiisk 

::^'...  .::^..  :^ ...  ::^- X=.._.....Zs........::s...._X,-'^- 


140.  The  Small  W-Hook.  A  small  hook  may  be  written  at  the  be- 
ginning of  luh,  um,  un,  and  ruh  to  express  the  sound  of  W7ih.  These 
consonants  are  easily  memorized,  as  they  occur  in  alphabetic  order. 

wall  willow  wine     winnow        wire  weary  Wimrick 

tL. 

141.  The  Semicircles  for  "W.  A  small  semicircle  may  be  used  for 
the  sound  of  7i<iih  before  all  other  strokes.  The  semicircle  may  be 
turned  either  to  the  right  or  left,  whichever  gives  the  sharper  angle. 

weak  wag  wet      wage      wing       wampum  wave  wish 

...-"T. _ .1  ...z.  .^.....^-::t: L I 

Observe  that  the  7t'-hooks  and  semicircles  are  read  first,  as  is  the 
^•-circle. 

142.  H  preceding  W.  The  sound  of  huh  preceding  wuh  may  be 
expressed  by  shading  the  to-hook,  or  by  placing  a  dot  beside  the 
semicircle. 

wheel  whim       whine         whir  wheat      whip       Whittier        whiteness 

■r     ^    ^    _^      i     N     1        \^ 


88 


INITIAL  APPENDAGES   AND   PHRASING 


143,  The  Large  W-Hook.  When  the  sound  of  wuh  follows  kuh,  guh, 
iuh,  duh,  and  occasionally  puh  and  buh,  a  large  hook  may  be  written 
with  left  motion  before  any  of  these  six  strokes.  The  stroke  and 
hook  are  regarded  as  one  character,  as  they  represent  a  compound 
sound.     The  hook  is  written  first  but  read  last. 

quest     guava      twist     dwell      quick      guano        tweezers        dw^elt       Dubois 

t^Tz..... t. _..£. 

144.  W  in  the  Middle.  The  small  or  large  z£/-hook  and  the  semi- 
circles may  be  used  in  the  middle  of  words,  and  are  to  be  read  in 
regular  order. 

Edwin    beware     unworthy    unwell       outwit    bewitch         request         languish 


JUCK 

4 


,„L. 


145.  S  preceding  W.  The  j-circle  may  be  written  inside  these 
hooks  and  the  semicircles,  and  should  be  made  somewhat  fiat  and 
long  when  used  at  the  beginning.  As  the  j/-loop  may  not  be  used 
inside  a  hook,  the  flattened  circle  will  not  be  mistaken  for  that  loop. 
swell        swim 

..r. 


swine    swear  Swede  swift     squib   dissuade   elsewhere    disquiet 


Of.. 


EXERCISE  LXIII 


l...:^.X^-r:„.^._  A ^,..^f-...!5^..!^ 


-">- 


.r..^..^.^'^.._..lZ.L..::^..}!:.ll. 


Y-STROKE   AND  Y-SEMICIRCLES 


89 


1.  woes 

2.  waist 

3.  await 

4.  awaked 

5.  wisely 

6.  wool 

7.  winnow 

8.  warfare 

9.  winsome 
[Q.  work 


EXERCISE  LXIV 
welfare  21.  Whitney 


II 

12.  winch 

13.  want 

14.  windiest 

15.  witch 

16.  waif 

17.  walk 

18.  wove 

19.  wig 

20.  whiff 


22.  whitecap 

23.  Whig 

24.  while 

25.  whelp 

26.  whirl 

27.  whinny 

28.  quoth 

29.  dwelling 


31.  twig 

32.  squash 

33.  require 

34.  loquacity 

35.  un worried 

36.  Ep worth 

37.  swoon 

38.  sweep 

39.  bewitch 


30.  Guatemala     40.  disquiet 


146.  Teacher's  Dictation  Exercise.  Woe,  wise,  west,  await,  wisely, 
wail,  whale,  wine,  whine,  wit,  whit,  willow,  winnow,  Wednesday, 
weed,  Swede,  witch,  switch,  wealthy,  swim,  wane,  swain,  welfare, 
Edwin,  quail,  Guelph,  twice,  dwell,  request,  squeeze,  squeak,  unworthy. 

Y-Stroke  and  Y-Semicircles 

147.  The  Stroke  for  Y.     The  stroke  jy  must  be  used  as  follows  :  — 
a.  When  yuA  is  the  only  consonant  in  a  word  ; 

/'.  When  yt/A  is  preceded  by  a  vowel  at  the  beginning ; 
<r.   When  yu/i  is  followed  by  a  circle  or  loop ; 
//.  When  yu/i  is  followed  by  two  vowels,  one  accented, 
yes  oyes  yeast 


yea 


oyer 


--^^■ 


r. 


148.  The  Semicircles  for  Y.  A  small  semicircle  may  be  written  be- 
fore any  stroke  to  express  the  sound  oi  yuh,  turned  upward  or  down- 
ward, whichever  gives  the  sharper  angle.  This  semicircle  may 
sometimes  be  used  in  the  middle  of  a  word. 


yoke    vacht 

.   '1 


yam     yarrow 


youth 

-r- 


yore 


euphony  unyoke  yard      yield 


90  INITIAL  APPENDAGES   AND   PHRASING 


DOUBLE    CONSONANTS 

149.  The  Use  of  Strokes  for  L  and  R.  The  stroke  forms  of  /  and 
r  were  thoroughly  discussed  in  Part  III.  A  substitute  for  these 
strokes  is  to  be  introduced,  but  the  use  of  the  stroke  forms  must  first 
be  thoroughly  understood.  It  will  be  observed  that  the  words y?^<?  and 
free  each  contain  but  two  separate  and  distinct  sounds.  In  the  word 
flee  the  sounds  axe  fl-e  ;  in  the  viord  free,  fr-e.  The.  fuh  and  «/ and 
the  fuh  and  ur  unite  in  a  single  sound  of  a  compound  nature. 
Further,  it  will  be  noticed  that  each  of  these  words  is  uttered  by  but 
two  impulses  of  the  breath  or  voice.  But  in  the  vrords  fee/  a.nd  fear 
there  are  three  separate  sounds  in  each  word.  These  words  contrast 
as  follows  :  flee  (fl-e),fee/  (fu/i-e-u/)  ;  free  (fr-e),  fear  {fuh-e-ur).  In 
words  Vike.feel  and  fear,  therefore,  where  a  distinct  vowel  sound  occurs 
between  a  consonant  and  /  or  r,  the  stroke  form  of  /  or  r  must  be  used, 
feel     fear  pole      pore       filly      parjy      gull    .fur       mill  mire 


150.  The  L-  and  R-Hooks.  In  words  likey7^<?  a.nd  free,  where  no  vowel 
sound  occurs  between  the  consonant  sound  and  the  sound  of  /  or  r,  a 
small  hook,  written  at  the  beginning  of  the  stroke,  may  be  used  for 
the  sound  of  /  or  r.  On  straight  strokes  the  /-hook  is  written  with 
left  motion,  and  the  r-hook  with  right  motion.  These  hooks,  although 
written  first,  are  read  last;  or,  rather,  the  two  are  read  as  one  com- 
pound sound.  The  /-  or  r-hook  is  never  read  separate  from  the 
stroke,  but  as  one  with  it. 

ply      pry    eagle  gray   idle    dry    glib      crib      blow     brow      glee        crow 

151.  L-  and  R-  Hooks  in  the  Middle.  These  hooks  may  be  used  in 
the  middle  of  words,  but  a  perfect  hook  cannot  always  be  formed, 


DOUBLE   CONSONANTS  91 

owing  to  the  variety  of  angles  formed  by  the  joined  strokes.     In 
such  cases  slightly  retrace  upon  the  preceding  stroke, 
bubble  paapex  table  taper       taokle    tacker   meekly     meages: 

--\ ^ ^ \ t:-^^- 

152.  Writing  Vowels  with  Double  Consonants.  It  will  be  noticed 
that  the  vowels  in  bubble,  tackle,  and  tacker  are  placed  as  though  the 
word  consisted  of  but  two  simple  strokes.  This  is  because  a  double 
consonant  is  considered  as  one  consonant,  even  though  it  represents 
a  compound  sound.  Thus  it  will  be  seen  that  the  rules  for  placing 
vowels  between  consonants  are  applied  to  double  consonants. 

Irregular  Double  Consonants 

153.  R-Hook  on  Curved  Strokes.  As  hooks  may  be  written  only  on 
the  inside  of  curves,  it  follows  that  some  special  arrangement  will  be 
necessary  in  order  to  place  both  /-  and  r-hooks  on  curved  strokes. 
This  necessitates  some  irregular  double  consonants. 

154.  Inversion  of  Fr,  Vr,  Thr,  and  Thr.  Following  the  practice  on 
straight  strokes,  a  hook  made  with  left  motion  may  be  placed  onf,  v, 
th,  and  t/i  to  form  the  double  consonants  yf,  vl,  thl,  and  thl ;  but,  since 
a  hook  may  be  placed  on  but  one  side  of  a  curved  stroke,  it  is  neces- 
sary to  invert  the  strokes,/,  v,  th  and  t/i  in  order  to  obtain  the  double 
consonants  fr,  vr,  thr,  and  thr.  These  four  irregular  consonants 
should  not  be  mistaken  for  rr,  wr,  sr,  and  zr,  for  the  reason  that  rr 
is  written  with  two  r-strokes,  wr  with  the  wAxooV.  on  upward  r,  sr 
with  the  x-circle  on  the  r-stroke,  and  2;r  with  the  0-stroke  and  r-stroke. 

fly      fry    oval      over     Ethel  three     Bethel  bother  flame  frame 

_^.^_jL....!'i .t-l-V--^ _i__..:i__ 

The  thoughtful  student  has  observed  that  the  /-hook  is  written 
with  /eft  motion,  and  the  r-hook  with  right  motion,  up  to  this  point. 


92 


INITIAL  APPENDAGES  AND   PHRASING 


155.  Other  Irregular  Double  Consonants.  The  z£/-hook  on  luh,  um, 
un,  and  ruh  creates  a  difficulty  about  placing  the  /-  and  r-hooks  on 
those  strokes.  To  obviate  this  difficulty,  the  hooks  on  ml,  ?il,  ngl, 
rl,  and  Ir  are  enlarged,  while  mr  and  nr  have  their  strokes  shaded. 
As  the  r-hook  is  never  placed  on  ump  or  U7ig,  there  should  be  no 
trouble  arising  from  shading  the  n-  and  »2-strokes  for  nr  and  mr.  Shi 
is  written  upward,  and  must  be  used  only  when  joined  to  another 
consonant. 
animal        tunnel         grudgingly       spiral  Naylor  hammer  banner       official 


'Z 


\^ 


156.  Memorizing  Irregular  Double  Consonants.  A  thoughtful  study 
of  the  following  comparison  of  the  irregular  double  consonants  and 
those  outlines  with  which  they  conflict  will  remove  the  difficulties 
from  this  confusing  part  of  phonography.  The  accompanying  letters 
represent  the  sounds  of  the  double  consonants,  but  not  necessarily 
the  spelling. 

Irregular  Double  Consonants  and  Conflicting  Outlines 


wulj  wTim 


L-hooks: 


lur 


R-hooks:         ^ 


mul 


mur 


nil 


ingl 


fill 


fur 


vul 
vur 


thul 


thur 


thul 

C.. 

thur 

.1. 


shul 
shur 

A. 


zTiur 


157.  H  before  Double  Consonants.  The  //-tick  may  be  prefixed  to 
any  double  consonant  to  which  it  can  be  joined  when  written  in  its 
proper  direction  —  that  of  the  consonant  cliuh, 

hobl)le        hovel  huddle  hitlier       hopper         hatx:her  hatter 

'^      -^       -r        _•)_    \__ ^  _ ^_ 


tL 


DOUBLE   CONSONANTS 


93 


158.  Halving  Double  Consonants.  The  halving  principle  may  be 
used  in  connection  with  double  consonants,  and  the  /  or  //  is  read 
finally. 

plate       breed       clot         grade  flit         fright       humored         honored 

\      ^  ^      ^  -         - 


.Sf. 


-^- 


EXERCISE  LXV 


::^;^jL^Z-7- 


EXERCISE  LXVI 

I. 

tale 

II. 

club 

21.  devil 

31- 

rural 

2. 

tare 

12. 

grub 

22.   Dover 

32. 

cooler 

3- 

mail 

13- 

pickle 

23.   fisher 

33- 

roamer 

4- 

mayor 

14. 

picker 

24.   officially 

34. 

dinner 

5- 

play 

15- 

shovel 

25.  shrimp 

35- 

carol 

6. 

pray 

16. 

shiver 

26.  thrive 

36. 

Schiller 

7- 

glade 

17- 

papal 

27.   brother 

37- 

miner 

8. 

grade 

18. 

paper 

28.  family 

38. 

calmer 

9- 

place 

19. 

flow 

29.  finally 

39- 

Hummel 

lO. 

praise 

20. 

fro 

30.  appetizingly 

40. 

heather 

94 


INITIAL  APPENDAGES  AND   PHRASING 


159.  Teacher's  Dictation  Exercise.  Ply,  pry,  blows,  brows,  idle, 
drew,  adder,  addle,  apple,  uppfer,  clay,  grow,  claim,  crawl,  repress, 
replace,  ripple,  cheaper,  impress,  maple,  maker,  uncle,  sugar, 
shackle,  pickle,  poker,  flee,  fry,  Ethel,  ether,  evil,  favor,  bother, 
Bethel,  enamel,  tunnel,  debasingly,  mural,  killer,  roomer,  tanner, 
spiral,  color,  schemer,  schooner,  baffle,  fever,  manner,  kennel,  hopple. 


WORD    SIGNS 
Ninth  List  of  Word  Signs 


Without  Vowels . 


<z._^  when  '^-^whensoever 

/"^  well         (^ y  one,  won  ^^  wHere      ^^x^^__wlieresoevier     |   till,  tell       

^ call  ^.follow-ed  ^^^^^real-ly 

\  able,  ably  'v^full-y  q^^  °'^'y       (;;;^__^  unless 


Cofitractiofis , 
difficult-y 


peopled 


\belong-ed  |   until 


EXERCISE  LXVn 


,C 


k. 


6.(- 


\ 


L- 


c. 


r  ^^ 


.)..: 


y-v.^ 


-^t" 


.:tv. 


WORD   SIGNS  95 

?...^i^J.^..<.:rw........^...^..A..V...s:...!pS>.. 


...:.^..:......V..)..k...):...N.^...x.L:...^.z\L.r.. 


EXERCISE  LXVm 


1.  It  is  difficult  to  tell  just  when  they  will  call,  or  how  long  they 
may  stay  if  they  decide  to  come.  2.  Pope  says  that  fools  rush 
in  where  angels  fear  to  walk.  3.  Many  noble  warriors  were  present 
at  the  unveiling  of  the  statue  which  the  people  raised  to  the  memory 
of  Stonewall  Jackson.  4.  Wheresoever  he  might  go,  and  whensoever 
he  undertook  a  task,  he  was  absolutely  certain  to  be  successful. 
5.  You  may  feel  free  to  take  one  or  two  bushels  of  plums  when  you 
are  in  our  neighborhood.  6.  The  large  flocks  of  sheep  which  you 
saw  belong  to  our  Uncle  Hiram  and  graze  in  his  meadow.  7.  If 
you  should  be  present  at  the  club  dinner,  I  hope  you  may  be  able 
to  enjoy  fully  the  feast  of  good  things.  8.  He  should  do  his 
work  ably  and  well,  for  he  has  a  clear  voice  and  a  pleasant  and 
impressive  manner.  9.  If  you  hear  the  rooster  crow,  it  may  be  only 
because  daybreak  approaches ;  but  if  all  the  fowls  cackle,  it  may  be 
that  an  eagle  or  a  hawk  is  overhead.  10.  The  frog  croaks,  and  the 
crow  is  heard  to  follow  suit ;  the  blue  jay's  call  rings  through  the 
woods,  and  makes  the  boys  feel  playful.  11.  In  Black's  grocery  store 
you  should  see  a  full  stock  of  sugar,  pickles,  hominy,  wax  tapers,  and 
a  large  variety  of  groceries.  12.  While  the  watch  ticks  off  the  flying 
hours,  idle  people  really  seem  pleased  to  waste  time  in  silly  chatter. 
13.  Uriah  is  the  Yale  boy  to  whom  the  yacht  Euphe7nia  belonged 
last  year.     14.  The  wolf  yelps  in  a  really  savage  way,  till  the  squaw 


96  INITIAL  APPENDAGES   AND   PHRASING 

in  the  wigwam  has  no  difficulty  to  keep  awake.  15.  Wesley's  widow 
walked  by  the  wayside  and  watched  the  wasp  as  it  followed  a  little 
boy  and  finally  stung  him. 

IRREGULAR   VOWEL   REPRESENTATION 

160.  Free  Use  of  Double  Consonants.  To  adhere  strictly  to  the 
general  principle  laid  down  in  section  149,  without  making  excep- 
tions when  good  results  would  follow,  would  be  unwise  and  short- 
sighted. In  short  words  and  those  in  which  no  long  or  awkward 
outline  results  from  the  use  of  the  stroke  /  or  r,  the  double  consonants 
should  not  be  used  when  a  vowel  occurs  between  the  sound  of  a  con- 
sonant and  the  sound  of  /  or  r.  If,  however,  a  long  or  awkward 
outline  is  avoided  by  the  use  of  the  /-  or  r-hook,  the  double  consonant 
may  be  used,  but  in  such  cases  some  method  of  showing  that  a  vowel 
occurs  between  the  stroke  and  the  hook  becomes  absolutely  necessary. 

161.  Vowel  Signs  struck  through  Double  Consonants.  Dash  vowels, 
diphthongs,  or  coalescent  signs  are  written  directly  through  the 
double  consonants,  unless  they  interfere  with  a  hook  or  circle  at  the 
beginning  or  end,  when  they  may  be  placed  just  before  the  beginning 
or  after  the  end  of  the  double  consonant. 

rulable    person    course    lecture      craniology     border  collect  qualify 

^^t^..^.....cn.IY.^ \Jzi\ .^. 


162.  Circles  for  Intervening  Dot  Vowels.  When  dot  vowels  are  to 
be  indicated  as  occurring  between  a  consonant  and  a  hook,  a  heavy 
dot  may  be  expressed  by  a  small  circle  placed  before  the  stroke, 
and  a  light  dot  may  be  expressed  by  a  small  circle  placed  after  the 
stroke,  in  either  case  in  its  proper  place  on  the  stroke, 
barter        cardinal       deteriorate       direct       charter        pere-mptory  canal 


IRREGULAR  VOWEL   REPRESENTATION 


97 


163.  The  Syllables  Rel,  Rul,  Real,  Rail,  Roll.  Intervocalization  of 
double  consonants  is  particularly  helpful  in  words  like  the  following; 
and  nearly  all  words  which  begin  with  the  spellings  rel,  rul,  real,  rail, 
and  roll  should  be  written  in  this  way. 

railroad  realm  enroll  ruler  relate  railway 

EXERCISE  LXIX 


EXERCISE  LXX 


I. 

fulcrum 

1 1. 

normal 

21. 

charge 

31- 

cartage 

2. 

coarsely 

12. 

burglar 

22. 

Carthage 

32. 

regardless 

3- 

occur 

13- 

enrolling 

23- 

marble 

ZZ- 

ignored 

4- 

corpse 

14. 

ethnology 

24. 

paralysis 

34- 

rebuild 

5- 

affirm 

15- 

technology 

25- 

develop 

35- 

shortness 

6. 

Columbus 

16. 

capture 

26. 

philologic 

36. 

partner 

7- 

attorney 

17- 

lecturer 

27. 

philosopher 

37- 

porter 

8. 

divulge 

18. 

figure 

28. 

pilgrim 

38. 

inverse 

9- 

courtesy 

19. 

portrait 

29. 

marvel 

39- 

purplish 

ID. 

picture 

20. 

Birmingham 

3°- 

envelop 

40. 

sycamore 

98  INITIAL  APPENDAGES  AND    PHRASING 

164.  Teacher's  Dictation  Exercise.  Germ,  turkey,  curb,  corpse, 
curse,  cordial,  north,  normal,  divorce,  churchly,  infers,  culture, 
divulges,  picture,  captures,  rapture,  unroll,  partial,  darlings,  barley, 
relax,  relish,  roller,  telescope,  paralyze,  parallel,  charge,  developed, 
marble,  Kalamazoo,  carnage,  envelop,  martial,  generic,  darkish, 
railway,  ruler,  cursory,  realizes,  realm,  cursive,  morsel,  outboard, 
shortened,  cartage,  courthouse,  overboard,  beardless,  builder,  infer. 


TRIPLE   AND   QUADRUPLE   CONSONANTS 

165.  S  before  Double  Consonants.  When  the  sound  of  s  occurs 
before  a  double  consonant,  as  in  splice,  spray,  splash,  sprig,  etc.,  the 
sound  of  s  unites  with  the  double  consonant,  and  a  triple  consonant 
is  formed.  Triple  consonants  are  pronounced  by  one  impulse  of 
the  voice ;  thus,  spl-l-suh  {splice'),  spr-i-guh  (sprig). 

166.  Straight  Triple  Consonants.  As  the  plain  \y-circle  is  written 
with  left  motion  on  straight  strokes,  it  is  evident  that  by  writing  the 
j-circle  with  right  motion  the  simple  i'-circle  is  not  intended.  There- 
fore, when  a  straight  double  consonant  of  the  r-hook  series  is  closed 
into  an  ^--circle  it  expresses  a  triple  consonant,  as  in  spray,  strip,  etc. 
Owing  to  the  fact  that  the  plain  i--circle  is  written  with  left  motion, 
on  triple  consonants  of  the  /-hook  series  the  j'-circle  must  be  written 
within  the  hook.  Alake  the  j'-circle  within  the  hook  somewhat  long 
and  flat.  The  ^-circle  here,  as  elsewhere,  is  read  first  when  used  at 
the  beginning. 

spy     spry     splice        set      setter   settle       sad   sadder  saddle  sicker    sickle 


I    \     f 


167.   Curved  Triple  Consonants.     On  curved  strokes,  whether  with 
the  /-  or  r-hook,  the  circle  must  be  written  within  the  hook,  and  it  is 


TRIPLE  AND   QUADRUPLE   CONSONANTS  99 

more  easily  made  when  written  long  and  flat.     Triple  consonants 
may  be  used  in  the  middle  of  outlines. 

cipher.      civil         sinner     simmer      display      destroy     classical      execrate 


\--A- 


168.  Imperfect  Triple  Consonants.  When  the  j-circle  occurs  in  the 
middle  of  an  outline  before  an  imperfect  double  consonant  on  which 
the  hook  would  be  retraced  on  the  preceding  stroke,  the  outline  must 
be  written  so  as  to  show  the  hook  clearly.  In  the  following  illus- 
trations this  principle  is  shown  in  every  other  outline  only. 

displace     dispraise  expressive         explicit         atstruse  massacre      rascal 


169.  Irregular  Triple  Consonants.  In  some  words  it  is  necessary 
to  write  triple  consonants  of  the  r-series  entirely  on  the  opposite 
side  from  the  plain  ^--circle.  This  is  done  to  avoid  conflict  with  the 
plain  j-circle. 

desjxe          dec-ipher      discuss         dissouajse        Jesstop      jasper       disgrace 
...^ H J^. trfc?- o/- / trf.    - 


170.  Irregular  Use  of  Triple  Consonants.  In  a  few  outlines  it  is 
necessary  to  write  the  triple  consonants  so  that  the  j-circle  is  on  the 
outside  of  the  preceding  curved  stroke. 

misapply       vesper     "masonry    songstress    offspring     sopTiistry    vestry 


lOO 


INITIAL  APPENDAGES  AND   PHRASING 


Backward  N-Hook 

171.  The  Syllables  Ins,  Ens,  and  tins.  When  the  sound  of  n  pre- 
cedes the  sound  of  J,  it  is  sometimes  inconvenient  to  write  the 
;^-stroke.  The  ^-stroke,  however,  is  used  whenever  possible,  as 
that  is  the  normal  form  ;  but  when  it  cannot  be  used,  the  back- 
ward ;/-hook  is  its  substitute.  In  many  cases  a  small  backward 
hook  written  before  the  j-circle  expresses  the  sound  of  in,  en,  or 
U7i.  General  knowledge  of  words  must  determine  whether  in,  en,  or 
U7i  begins  the  word.  All  the  following  illustrations  are  so  grouped 
as  to  contrast  the  use  of  the  ^-stroke  and  the  backward  «-hook.  The 
backward  «-hook  is  used  under  the  following  conditions:  — 

a.  When  one  of  these  three  syllables  and  s  precedes  a  curved 
stroke  which  is  written  with  right  motion. 

insufficient  enslave  insanity  unseemly    unsoothed    tmceasing 


-Hje- 


safe  insatiate         unsavory  unsurmised   incendiary         ensample 


'^^ 


-w^-^ 


h.  \\\vtx\  one  of   these  three   syllables  precedes  a  straight   triple 
consonant  of  the  r-series. 


install 


instruct         unstable 


unstrung 


I 


inspect 


insnper 


able 


mspire 


inseparable       insignia  unscrijjtural 


172.  Quadruple  Consonants.  When  the  sound  of  st  occurs  before 
a  straight  double  consonant  of  the  /'-series,  as  in  sticker,  stouter,  stag- 
ger, etc.,  a  quadruple  consonant  is  formed,  and  the  loop  st  may  be 


TRIPLE   AxND   QUADRUPLE   CONSONANTS 


lOr 


written  on  the  straight  double  consonant.  The  sounds  of  the  quad- 
ruple consonants  are  read  as  follows :  st-i-kur  (sticker),  st-ow-tur 
(sioiikr),  st-d-gur  (stagger). 

sticker      stouter         stagger  stager       steeper    stutterer  staggered 

.__._.. /.-....:\ 1 ...„ 


EXERCISE  LXXI 

1    -P  .     e;x       ""^^.^ 


i 


■W-^ :S,.-:^ 


supper 

supple 

seeker 

Siegel 

spliced 

spruce 

sever 

8.  civilize 

9.  soother 
10.   passport 


EXERCISE  LXXn 


11.  display 

12.  disburse 

13.  disable 

14.  proscribe 

15.  briskly 

16.  explore 

17.  express 

18.  exclaim 


21. 

22. 

-3- 
24. 

25- 
26. 
27. 
28. 


ig.  excrescence    29. 
20.  desk  30. 


descry 

disgust 

disgraced 

dissect 

discreet 

mistress 

gesture 

mixture 

unsteady 


31- 
32. 
32- 
34- 
35- 
36. 
37- 
33. 
39- 


unstretched    40. 


insuperable 
insuppressible 

nsufficiency 

nsoluble 

ncense 
insomnia 
stopper 
stoker 
stabbcr 
stepper 


I02  INITIAL  APPENDAGES  AND   PHRASING 

173.  Teacher's  Dictation  Exercise.  Cider,  Seidl,  seeker,  sickle, 
setter,  settle,  explicit,  express,  sable,  sober,  civil,  sever,  suffer,  civi- 
lize, seether,  satchel,  splash,  sprang,  cypress,  spliced,  sooner,  soother, 
simmer,  sufferer,  summer,  sinner,  extreme,  displace,  orchestra,  dis- 
close, distress,  classical,  descry,  bicycle,  discourage,  prosper,  Jasper, 
discursive,  described,  enslave,  instructed,  unstitch,  inscriptible,  insult, 
unstable,  ensilage,  stager,  stalker,  stupor,  stutter. 

WORD    SIGNS 

Tenth  List  of  Word  Signs 

Without  Vowels  : 

c«v  rivPT  ^  either 

c\appear-ed^  -^  uvci  )  ,,    ■  <-/ near,  nor 

\  1  ,  c^  ^  ,  f\their-re    ^-^ 

care        ^  |dear      l_S^^^^ll2!'Ji7...hJ^l!'^....l\ c^TN  "?°l?  _ 

/  other 

Cofitractions  : 
c\  principal-le-ly  remember-ed  n 

\^  c\  \  ^  I  *^''"t'^  1  during 

^  practice-d-ai-iy  ^  number-e"d  | 

^;~N  Mr.,  remark-ed-able-y 
'^from      ^_  sure-ly  ^  pleasure 

EXERCISE  LXXin 


WORD  SIGNS  103 

6i...........i..^^. ,^^.,^.. crz>so...i...v^..... 


EXERCISE  LXXIV 

1.  Mr.  Frank  Sickles  will  surely  lecture  at  the  Drummers'  Club  this 
spring  on  several  special  subjects.  2.  The  other  day  when  the  new 
purse  was  given  to  Mr.  Mitchel,  the  girls'  instructor,  his  pleasure  and 
happiness  were  very  enjoyable.  3.  Our  cousins  there  in  Cedar  Lake 
are  sure  to  please  you  all,  for  they  are  each  very  dear  to  us.  4.  His 
progress  in  business  was  remarkable  in  every  aspect,  especially 
when  you  remember  how  few  advantages  he  had  enjoyed.  5.  It  is 
not  a  disgrace  to  be  poor,  but  surely  it  is  only  natural  to  disguise  the 
fact  or  hide  the  real  truth.  6.  It  is  natural  that  the  strikers  should 
endeavor  to  secure  supremacy  over  their  employers,  for  the  principle 
which  is  at  stake  is  remarkably  dear  to  each  of  them.  7.  The  phi- 
losopher's disciple  was  not  able  to  decipher  the  scroll,  though  he 
appeared  to  have  an  honest  desire  to  do  so.  8.  Worry  and  care 
appear  to  give  as  much  trouble  to  the  physical  nature  of  some  persons 
as  hard  work.  9.  The  difficulties  which  some  people  endure  spring 
principally  from  their  own  lack  of  thought  and  energy.  10.  We  do 
not  have  either  of  the  numbers  you  speak  of  in  stock,  nor  are  we 
sure  to  have  any  more  of  them  for  about  three  weeks,  unless  we  send 
a  telegram  for  them.  11.  Many  persons  have  succeeded  in  the  mas- 
tery of  shorthand  in  a  remarkably  short  space  of  time,  but  only  by 


I04  INITIAL  APPENDAGES  AND   PHRASING 

the  most  strenuous  efforts.  12,  Frank  Sprague  remarked  last  night 
that  he  surely  would  locate  near  our  cottage  next  season.  13.  They 
saw  Mr.  Emerson's  horse  stagger  under  his  pack,  but  he  kept  on,  for 
he  was  an  "  old  stager."  14.  The  principal  of  the  school  subscribed 
liberally  for  the  hospital  and  wished  that  it  might  prosper.  15.  The 
poor  fellow's  days  were  numbered,  for  his  supply  of  edibles  was 
meager  and  he  endured  fearful  distress. 


PHRASING  — FIRST    SECTION 

174.  Joining  Related  Words.  One  of  the  most  valuable  shorthand 
expedients  is  phrasing,  or  the  joining  together  of  words,  provided 
that  the  phrase  is  short,  the  angles  are  good,  the  words  are 
naturally  connected  in  thought,  and  the  phrase  is  of  frequent 
occurrence. 

175.  Rules  for  Phrasing.  The  general  rule  is  that  the  first  word  of 
a  phrase  is  written  in  its  own  position,  and  those  words  which  follow 
are  joined  to  it  without  regard  to  their  position.  Context  will  readily 
determine  the  meaning,  if  the  following  suggestions  are  heeded:  — 

a.  As  a  rule,  do  not  try  to  join  more  than  three  words,  unless  the 
angles  are  very  good  and  the  phrase  is  easy  to  write. 

l>.  Phrase  only  such  words  as  are  naturally  related,  grammatically 
or  by  reason  of  frequent  association.  The  following  may  safely  be 
phrased  :  — 

(i)  The  subject  of  a  sentence  and  its  qualifier. 

this  notice  these  things         that  place     those  people         your  people 


k f 


(2)   A  pronoun  and  its  verb. 

I  have  you  aii;  he  was  they  were  you  must 

:^ ^. i... (•... ...._... 


PHRASING  — FIRST    SECTION  105 

(3)  A  verb  and  its  auxiliary, 
we  have  had  we  shall  come  you  should  be  yon  \dn  have 

.  ...^ X. ^. Z\ 


(4)  Clauses  introduced  by  conjunctions  and  prepositions, 
in  either  case         of  course  it  seems  as  fast  as  but  you  will  be 

idL. ^^- .....^ ^-.- 


(5)  Commercial  terms  or  words  of  natural  association. 
State  rights        Civil  Service  railroad  car     South  America  Sunday  school 

...M J^rf^ _..::<t r .....'Jl^..... 

// 

c.  Distinguish  between  conflicting  phrases  by  writing  the  second 

word  in  position. 

,     ,       .      ,  .         .      ,  ,  ^,  .         ,  .  we  think       we  thank 

we  do        we  had       in  this       in  Ihose    01  this     or  those        you  yoa 

-J     -  1       ^ ^      ^- i ^ -h- 

176.  /,  He,  Must,  Time,  Phrased.  When  the  word  /begins  a  phrase, 
it  may  with  safety  be  represented  by  the  first  half  of  its  sign  struck 
downward  or  the  last  half  struck  upward. 

I  am       I  will      I  l«n:o-v     I  have      I  had     I  did        I  may        I  own.    I  do 

.r: :{r.  .cr:. v r, ' .^ ,.^...1.. 

By  this  method  there  is  no  conflict  between  /  and  Ae  at  the 
beginning. 

he  may     he  could  not        he  has  he  is  he  had  he  did 

. -J^- -^  ^ -1 r '. 


io6 


INITIAL  APPENDAGES  AND   PHRASING 


In  the  middle  he  maybe  written  either  upward  or  downward ;  the  loop 
of  must  may  be  changed  to  a  circle  ;  and  time  should  be  written  in  full. 

for  he  must    for  he  was    will  he  know    you  must  be    yoia  must  come 

w— 


-V 


EXERCISE   ON   SIMPLE   PHRASES 


177.  a.  The  student  should  write  the  following  phrases  very  care- 
fully, observing  the  naturalness  of  it  all.  If  some  of  the  phrases  are 
found  to  be  difficult,  they  should  be  practiced  until  their  execution 
becomes  easy  and  natural. 


this  advantage 
this  age 
this  bill 
this  business 
this  one  thing 
this  passage 
this  people 
this  period 
this  place 
this  reason 

it  could 

it  could  be 

it  could  be  made 

it  could  be  said 

it  could  not  have 

it  is  enough 

it  is  just 

it  is  necessary 

it  is  no 

it  is  no  use 

it  is  not 

it  is  not  necessary 


is  not  only 

is  not  so 

is  nothing 

is  one 

is  only 

is  only  necessary 

is  this 

is  unnecessary 

is  wrong 

is  your 

is  yours 

appears 

seemed 

seems 

seems  so 

should 

should  be 

sliould  not  be 

should  be  said 

should  not  have 

was 

was  necessary 

was  never 


it  was  not 

it  was  nothing 

it  was  unnecessary 

many  as  possible 
many  cases 
many  more 
many  such 
many  things 

you  are 
you  are  never 
you  are  ready 
you  are  supposed 
you  might 
you  might  not  be 
you  require 
you  should 
you  should  be 
you  should  not 
you  should  do 
you  will  be 
you  will  be  sorry 


EXERCISE   ON   SIMPLE   PHRASES 


107 


you  will  do  right 
you  will  do  wrong 
you  will  remember 
you  will  think 

they  will 

they  will  decide 

they  will  do 

they  will  remember 

they  will  think 

which  will 
which  will  be 
which  will  be  sent 
which  will  be  such 
which  will  become 
which  will  bring 
which  will  embrace 
which  will  never 

such  will 
such  will  be 
such  will  become 
such  will  never 

did  you 
did  you  go 
did  you  come 
did  you  receive 
do  you  reach 
do  you  go 
do  you  recall . 
do  you  remember 
for  you 
for  you  are 
for  you  may 
for  you  will  be 
give  you 
give  you  my 


give  you  my  reasons 

had  you 

had  you  reasons 

if  you 

if  you  may 

if  you  must 

if  you  will 

I  thank  you 

I  think  you  must 

so  you  may 

so  you  must 

so  you  should  be 

so  you  will  be 

take  you 

tell  you 

thank  you 

there  you  are 

there  you  must 

there  you  will  be 

till  you 

till  you  are  ready 

till  you  receive 

till  you  reply 

you  may 
you  may  go 
you  may  receive 
you  may  remember 
you  may  recall 
you  might  not 
you  must 

you  mus(t)  accept 
you  mus(t)  also 
you  mus(t)  ask 
you  mus(t)  be 
you  mus(t)  become 
you  should  be 
you  should  do 
you  should  know 


you  should  never 
you  should  not  do 
you  should  not  be 
you  should  take 
you  will  become 
you  will  be  made 
you  will  be  saved 
you  will  be  seen 
you  will  be  supposed 
you  will  do 
you  will  do  something 
you  will  have 
you  will  have  seen 
you  will  know 
you  will  leave 
you  will  never 
you  will  please 
you  will  receive 
you  will  remember 
but  you  are 
but  you  must 
but  you  will  be 

by  his 

by  his  own 

by  many 

by  many  more 

by  many  persons 

by  many  such 

by  some 

by  such 

by  such  things 

by  that 

by  that  which  you 

by  their 

by  them 

by  this 

by  those  who 

by  which 


io8 


INITIAL  APPENDAGES   AND   PHRASING 


by  which  many 
by  which  you  are 
by  which  you  may 

in  any  way 

in  anything 

in  business 

in  effect 

in  every  case 

in  his 

in  his  business 

in  his  own 

in  his  own  business 


in  this  case 
in  this  claim 
in  this  manner 

as  good  as 

as  good  as  ever 

as  little  as 

as  long  as 

as  long  as  it  is 

as  long  as  it  may 

as  long  as  possible 

as  many 

as  many  as 


of  them 
of  this 
of  this  act 
of  this  age 
of  this  bill 
of  this  work 

East  Indies 
Sabbath  day 
St.  Paul 
St.  Peter 
stockbroker 
city  rights 


The  Ticks 


b.  Joining  of  Ticks  for  A,  An,  And,  The.  Besides  their  dot  signs, 
the  words  a,  an,  and,  the  may  be  expressed  by  small,  light  ticks  joined 
to  outlines  as  follows  :  — 

a.  A,  an,  or  and  may  be  represented  by  a  tick  at  the  beginning 
or  end  of  words,  written  in  the  direction  of  tuh  or  kuh. 

by -a  shall-a       send-a        across-a      so-an  judge-an  writes-and     and-with-a 


^  / 


h.    The  may  be  expressed  by  a  tick  at  the  end  of  a  word,  written  in 
the  direction  of  chuh  or  r////. 

by-the        break-the      have-the    notice-the    watch-the     sees-the      amongst-the 


K-::^- 


178.  Common  Errors  on  Semicircles  and  Double  Consonants,  a.  Failure 
to  make  semicircles  somewhat  long  and  flat  (more  like  horseshoes  than 
half  circles),  so  that  they  may  not  be  mistaken  for  half-length  strokes. 


EXERCISE  ON   SIMPLE   PHRASES  109 

i.  Failure  to  remember  clearly  on  what  four  strokes  the  Zf^hook  is 
written.  The  semicircles  will  be  more  easily  understood  when  these 
are  memorized. 

c.  Failure  to  observe  that  the  semicircles  opening  to  the  right  or 
left  are  always  written  for  with,  and  that  those  opening  upward  or 
downward  are  always  written  for  yuh,  the  decision  as  to  direction  in 
either  case  resting  on  the  matter  of  a  clear,  sharp  angle. 

d.  Failure  to  make  the  hook  part  of  double  consonants  parallel 
with  the  strokes,  so  that  they  may  not  be  mistaken  for  the  j-circle 
when  written  hurriedly.  This  should  be  practiced  until  it  becomes 
a  habit. 

e.  Failure  to  MTite  all  j-circles  that  are  written  inside  of  hooks 
somewhat  long  and  flat.  If  written  as  true  circles,  there  is  a  strong 
tendency  to  curve  the  strokes  to  which  they  are  attached. 

f.  Failure  to  observe  that  the  /eft  hand  held  up  with  the  fingers 
bent  gives  a  rough  outline  of  the  /-hook,  and  that  by  the  same 
means  the  r-hook  may  be  outlined  on  the  right  hand.  Turning 
either  hand  to  the  angle  which  will  agree  with  the  slope  of  any 
straight  consonant  will  present  a  rough  outline  of  the  /-  or  r-hook  on 
any  straight  stroke. 

g.  Failure  to  remember  that  the  double  consonants  represent  an 
indivisible  compound  sound,  and  that  they  are  never  used  when 
vowels  occur  between  the  sound  of  the  consonant  and  the  sound  of 
/  or  r,  except  when  their  use  prevents  a  long  or  awkward  outline. 

//.  Failure  to  understand  thoroughly  and  to  memorize  the  compari- 
son of  hooks  in  section  156. 

/.  Failure  to  notice  that  the  backward  «-hook  is  not  intended  to 
take  the  place  of  the  stroke  «//,  except  when  it  is  difficult  to  write 
that  stroke  ;  also  that  the  backward  //-hook  is  not  used  with  triple 
consonants  of  the  /-series. 

j.  Failure  to  make  it  a  habit  to  write  so  deliberately  that  the  first 
mistake  in  writing  hooks  is  not  made.  If  the  first  mistake  is  not 
made,  or  if  the  word  is  rewritten  repeatedly  every  time  a  mistake  i§ 


no 


INITIAL  APPENDAGES  AND   PHRASING 


made  on  a  hook,  all  the  hooks  would  soon   be  completely  under 
control. 

k.  Failure  to  notice  that  the  w-,  /-,  and  r-hooks  can  never  be  written 
except  at  the  beginning  of  a  stroke.  They  may  be  written  at  the 
middle  of  a  word,  but  never  at  the  end  of  a  stroke. 


EXERCISE  LXXV  — REVIEW 


EXERCISE  LXXVI  — REVIEW 


hood 

hedgerow 

hog 

haul 

hominy 

6.  unhusked 

7.  cohere 

8.  Ivanhoe 

9.  hardihood 

10.  Utah 

1 1 .  wag 

1 2 .  yawl 

13.  weep 


14.  wick 

15.  yawn 

16.  wedge 

17.  Yankee 

18.  widow 

19.  yellow 

20.  web 

2 1 .  wedged 

22.  wept 

23.  wore 

24.  weary 

25.  whim 

26.  winnow 


27. 
28. 
29. 
3°- 
31- 
32. 
Z?>- 
34- 
35- 
3^>- 
37- 
38- 
39- 


wall 

win 

whit 

whelm 

whelp 

wheelhouse 

swoop 

swung 

swallow 

swan 

swim 

swear 

swill 


40.  swarthy 

41.  queer 

42.  Quaker 

43.  twill 

44.  squeal 

45.  squaws 

46.  iniquity 

47.  quaver 

48.  squirrel 

49.  quoit 

50.  sabered 

51.  threatened 

52.  straighter 


EXERCISE   ON   SIMPLE   PHRASES  III 

EXERCISE  LXXVn  — REVIEW 


1.  ocher 

2.  Ogle 

3.  prow 

4.  apply 

5.  dry 

6.  addle 

7.  fray 

8.  flay 

9.  through 

10.  shrew 

11.  offer 

12.  fro 

13.  ether 

14.  threw 

15.  fator 

16.  ushers 

17.  supple 

18.  supper 

19.  saddles 

20.  cedars 


EXERCISE 

Lxxvm 

[  —  REVIEW 

21. 

glacier 

41. 

shuffle 

61. 

propose 

22. 

glacial 

42. 

Schaffer 

62. 

boisterous 

23- 

pauper 

43- 

Towner 

63- 

moralist 

24. 

Bible 

44. 

rimmer 

64. 

parol 

25- 

bugle 

45- 

Schaller 

65- 

risible 

26. 

beggar 

46. 

mural 

66. 

relish 

27. 

jobber 

47- 

supplies 

67. 

disagreeabl 

28. 

chattel 

48. 

cypress 

68. 

salable 

29. 

knuckle 

49. 

Seaver 

69. 

unsalable 

30- 

negro 

5°- 

signer 

70. 

inseparable 

31- 

ripple 

51- 

tenors 

71- 

precepts 

32. 

ripper 

52- 

hammers 

72. 

trespassers 

zz- 

shoveler 

53- 

Keeler 

73- 

portraiture 

34- 

shiverer 

54. 

Carroll 

74. 

analyzes 

35- 

bother 

55- 

fevers 

75- 

amalgam 

36. 

Bethel 

56. 

bevels 

76. 

realms 

37- 

regal 

57- 

frozen 

77- 

rulable 

38. 

rigger 

58. 

flesh 

78. 

fulcrums 

39- 

uncle 

59- 

enamels 

79- 

boarders 

40. 

vigor 

60. 

funnels 

80. 

normal 

112  INITIAL  APPENDAGES  AND   PHRASING 

WORD   SIGNS 

Eleventh  List  of  Word  Signs 
Contractions  : 

probable -y-ility       <\    practicable-ility  ^  capable-ility  I  danger 


■>' 


'N.   Surprise 

-character     _s;r. j-f"-^- characteristic  <■<— \  commercial-ly 


whosoever 


^'^  intelligible-y      _  I    whatsoever  >  w 

EXERCISE  LXXIX 

(Here  and  hereafter  phrase  all  words  connected  by  double  hyphens.) 

\.  It  =  would  =  be  well  for  -  you  to  follow  in  =  his  footsteps,  for  =  you 
:  will  soon  see  that  =  he  =  is  a  capable  lawyer  ;  and=what  he  deems  it 
wise  to  undertake  you  surely  should  try  to  =  do.  2.  Whosoever  will 
speak  for  us  may  say  whatsoever  he  =  will,  as  every  =  member  of  = 
our  society  may  be  relied  on  as  being  most  liberal  and  reason- 
able. 3.  He  =  was  unable  to  boast  of  any  unusual  capabilities,  but 
he  soon  won  =  his  way  to  =  the  hearts  of  =  the  people  by  =  his  frank, 
cheerful,  =  and  civil  manners.  4.  I  =  could  =  not  tell  =  you  how  much 
surprise  =  and  pleasure  I  =  felt  when  I  =  got  past  =  the  danger,  for  I  =  was 
=  sure  there  were  robbers  in  =  that  neighborhood.  5.  His  scheme 
will  =  probably  be  =  said  to  be  very  =  dii^cult  =  and  not  at  all  practicable, 
except  when  numerous  people  make  =  this  practice  a  =  firm  rule  of  = 
their  =  lives.  6.  If  =  you  =  will  -  call  on  Mr.  Keller  for  aid  during  this  = 
dithculty  =  and  follow  =  his  =  advice,  it  =  is  probable  that  =  you  =  will  either 
get  =  some  practical  help  from  =  him  or  hear  of  =  some  =  other  person 
who  =  will  care  for  =  you.  7.  I  =  must  wait  till  I  =  know  more  of;  his 
character,  for  -  he  appears  to  =  belong  to  =  the  class  of  =  persons  who  = 
are  overwhelmed  with  troubles  at  home  and  =  with  commercial 
difficulties.  8.  The  real  difficulty  to  be  overcome  in  =  this  =  case  is 
seen  more  clearly  when  =  we  reiiect  on  =  his  lack  of  ability  in  -  English, 


SPEED    PRACTICE  II3 

for  =  his  language  is  scarcely  intelligible  to; those  =  who  have  lived 
near  him  for  years.  9.  One  of  =  the  most  essential  characteristics  of  ; 
the  successful  commercial  =  traveler  is  =  the  ability  to  secure  such  --  a 
large  =  number  of  sales  each  week  that  =  there  -is  ^^l  strong  probability 
that  =  he  i  will  =  sell  enough  to  pay;  his  =  own  wages,  at  -  least.  10.  Mr. 
Darling  says  there  =  is  =  no  other  scheme  which  =  has  =  the  advantage 
of  practicability,  and  =  it  =  is  probable  that  =  he  =  will  insist  that  -  his 
suggestions  be  followed. 

SPEED    PRACTICE 

179.  Speed-Practice  Letter  4.  Follow  the  directions  given  in  connec- 
tion with  the  two  previous  letters,  except  as  regards  the  speed  finally 
to  be  attained.  On  this  letter,  after  a  number  of  copies  have  been 
carefully  made,  a  speed  of  fifty  or  more  words  should  be  reached  ; 
the  whole  letter  should  be  written  in  three  minutes. 

EXERCISE  LXXX 

Omaha,  Nebraska,  April  23,  1905. 
Mr.  William  Wagner, 

Cedar  Creek,  Utah. 
Dear  =  Si  r  : 

We'have:your  esteemed  favor  of=the  19th,  and=wish  to  say  in^answer 
that=we  fail  to  see  why = there  should = be  anything  wrong^  with=the  car = 
load  of  threshers  sent  two  weeks  =  ago.   We  =  shall  go -' over  our  shipper's 
list  to  see  if  =  he  =  has  made  =  an  error;'"  and,=  if=so,  shall  notify  =  you  of» 
the  fact  without  delay. 

We  are  always  <  ready  to  make  careful  inquiries  as  to  all  =  such 
difficulties;  and ,"' =  if  =  thi  s  is  due  to  =  an  error  of  =  our  shipper,  shall' 
be 'Pleased  to  correct  it  immediately.   We  =  shall  bring  this  =  case  to  =  the 
special"-*^  notice  of  =  the  manufacturers;  and,  =  i  f -i  t  '  is  our  place  to  act. 
they=will  direct  us  to=do=so. 

It  =  is  =  a  regular  rule  with'-'  us  tO'have  =  the  items  of-a  car=load 
fully  ascertained  previous  to  sending»them  by  railroad.   Please  send= 

these  numbers  and  -  we  will  adjust  .'•'"'*' 

Yours  truly, 

BEAVER  &  SPICER. 

180.  Speed-Practice  Letter  5.  The  letter  on  the  next  page  should 
be  practiced  as  was  the  one  above,  and  then  written  from  dictation 
in  three  minutes. 


114  INITIAL  APPENDAGES  AND   PHRASING 

EXERCISE  LXXXI 

Dover.  New  Heunpshire,  February  7.  1905. 
Messrs.  Seidl.  Tasker  &  George, 

North  Webster,  Mass. 
Dear  =  Sir8: 

I=desire  to=have=you  know  my  nephew,  Mr.  Charles  Street,  the  bearer 
of 'this  message,  who=was  for=several  years  engaged  with=the  firm^  of 
Yale  &  Supplee,  wood= turners,  of = this  city.  During  that°time  he  traveled 
in=the  South  for » these = people,  and=his  success  was  remarkable.^  If= 
they  had  not  failed,  I  =  presume  he=would  still  be  =  with=  them. 

My  object  in= sending  him  to = you  is  to=get=him  in"- touch  with^an 
establishment  as  =  good  =  a3  yours,  so  =  that  I  =  may  =  have  =  him  make  °  a  per- 
sonal plea  f or  =  such  help  as  he  needs. 

It '""-may  not  be  inappropriate  to  add  that  I=know  him  to  be  sober, 
honest,  industrious,  reliable,  and=careful.   He=is  civil=and  pleasant, 
of  good'-==  address,  and  =  accustomed  to  =  the  details  of  =  your  branch  of 
business.   I  =  trust  you  = will  =  oblige  him  with  =  your  helpful  advice,  and  = 
thus  =  oblige =  me. '«  Truly  =  your3,  OLIVER  BRIDGE. 

EXERCISE  LXXXn 

181.  Speed-Practice  Matter  2.  The  following  selection  is  adapted 
from  y^sop's  Fables  and  should  be  taken  from  dictation  in  four 
minutes,   after  careful  and  faithful  practice  :  — 

A :  farmer,  hoeing  his  young  flax  fields,  was  -  noticed  by  =  a  swallow, 
who,  like  =  the  rest  of  her  tribe,  had  traveled  a  =  good  =  deal  and^  was 
very  clever.  Among  other  =  things  she  =  knew  that  =  this  same  flax, 
when  ;  it  grew  ;  up,  was  =  manufactured  into  nets  =  and  snares  to  entrap 
her^'-*  innocent  neighbors,  the  little  birds.  Hence  she  besought  them 
to  help  her  scratch  up  and  =  eat  =  the  hateful  seeds  before  they  =  had 
time  to  =  spring'^;  up.  Edibles  of  =  a  much  nicer  sort  were  to  be  seen 
on  =  all  hands,  however,  and  =  it  ^  was  so  pleasant  to  fly,  chirp,  and  = 
sing^'"'  that  =  they  heeded  not  her  most  sober  entreaties. 

After  ;  a  while  blades  of  flax  came  rising  out  of  =  the  earth,  and  =  the 
worrying  advice  of^-^  =  the  swallow  was  renewed.  "  It  =  is  scarcely 
too  =  late  yet,''  said  she.  '"Pull  it  all  up  and  =  destroy  it,  blade  by 
blade,  and  =  you  =  may  ^"^  escape  =  the  trouble  which  otherwise  is  =  in 
store  for  =  you  and  =  your  families."'  The  little  birds,  nevertheless,  did 
not  regard  =  the  remarks  of  =  the  swallow^'"  as  being  worthy  of  serious 
thought.  In  due  time  the  flax  was  gathered  and  =  made  into  large 
nets,  and  numerous  birds  were  entrapped  in  =  them.-°° 


SHORTHAND   PENMANSHIP  II5 

SHORTHAND    PENMANSHIP    EXERCISES 

182.  Drill  on  Initial  Hooks  and  Circles.  Remember  the  correct  posi- 
tion and  movement.  Be  patient  and  persevering.  Honest  effort  has 
sure  reward. 

W-HooKS  AND  Semicircles 

.ri.r:i..v:..'v:.lz.lz^^.\ 

The  w-  and  j'-semicircles  are  here  given  alternately.  Be  sure 
to  make  them  somewhat  like  a  horseshoe  in  shape.  Always  pro- 
nounce the  zouh  or  yuh. 

L-  AND    R-HOOKS    ON    STRAIGHT    STROKES 

Here  the  double  consonants  are  placed  in  contrast.  Write  them 
carefully  and  very  frequently,  pronouncing  each  as  you  write  it. 

L-  AND    R-HoOKS    ON    CURVED    STROKES 

Be  very  careful  about  the  size  of  the  hooks,  the  shading,  and  the 
sounds  of  these  double  consonants. 


Il6  INITIAL  APPENDAGES   AND   PHRASING 

Initial  Hooks  contrasted 


-\~i-m 


.^..^ 


Here  conflicting  combinations  are  contrasted,  and  on  these  con- 
trasts much  careful  thought  should  be  spent. 


Triple  Consonants  contrasted 


-^-^c^s  _^_^::^  %~^-^  .^rO, 


In  this  exercise  be  careful  to  make  ^--circles  tliat  occur  within 
hooks  somewhat  long  and  flat.  These  may  be  found  difficult  and 
will  therefore  need  careful  practice. 

Take  pride  in  the  neatness  and  easy  execution  of  these  exercises. 
Always  work  with  that  end  in  mind.  Remember  also  the  necessity 
of  acquiring  speed  on   all   this  work. 

No  matter  how  difficult  some  exercises  may  appear,  they  should  be 
undertaken  with  the  idea  of  mastery,  and  persevered  in  until  that 
end  is  attained. 

It  is  almost  impossible  to  set  too  great  a  value  on  hand  training. 
No  amount  of  mere  mental  dexterity  can  make  up  for  a  lack  of  it. 
No  matter  how  well  principles  are  understood,  outlines  must  be 
written  legibly,  or  they  cannot  be  read. 

Another  feature  of  these  penmanship  drills  should  not  be  lost  sight 
of.  One  can  hardly  write  intelligently  arranged  exercises  with  fre- 
quency without  getting  a  clearer  conception  of  the  principle  on 
which  the  exercise  is  a  drill.  Do  not  fail  to  keep  up  the  habit  of 
sounding  the  various  combinations  as  they  are  written. 


.C.ji^± 


SHORTHAND   PENMANSHIP   EXERCISES 
Review  List  of  Signs 

\^VV^^r  ^_^   near,  nor 

principle-ally 


117 


'\- 


■when 


^ 


practice-d-al-ly 
remember-ed 


^ 


probable-y-ility 
character 


M^» 


hensoever 


number 


truth 


^^  where 
^^^^/\^wheresoever 


dear 


.c characteristic 


during 


practicable -ility 


r 


until 


tell 


^   from 


capable -ility 


\    peopled 


"^  over 

'^  every,  very 


commercial-y 


C^  belong-ed 
\    able-y 


three 
either 


\ 


danger 
So  surprise 


call 
difficulty 


(\  eith 
yov  th 


>, 


real-ly 
only 


other 
^  sure-ly 


/    intellisrible-y 

V - -" 

I    whatsoever 

t 

whosoever 


.CL^_ 


..CL^_ 


unless 


\^    follow-ed 


0    pleasure 

(^-~>^  Mr.,  remark-ed-able-y 
^^-^  more 


t 


Part  V 


FINAL  HOOKS,  LENGTHENING,  AFFIXES,  HALVING  AND 
PHRASING  CONCLUDED 

N-HOOK   AND    F-   OR   V-HOOK 

183.  Strokes  for  N  and  V.  There  are  hooks  that  are  used  for 
the  sound  of  im,  as  well  as  for  fuh  or  vuh.  The  last  two  sounds 
will  be  represented  by  the  same  hook.  The  stroke  form  for  n,  how- 
ever, as  well  as  for  f  or  z',  must  be  used  when  one  of  these  three 
sounds  is  followed  by  a  vowel  at  the  end  of  a  word,  or  when  it  occurs 
at  the  end  of  a  word  and  is  preceded  by  two  vowels  one  of  which  is 
accented. 

penny    minnow    pceon     Cayenne      lion        coffee  horrify       Levi      review 


184.  N-  and  V-Hooks  at  the  End.  At  the  end  of  straight  strokes 
only,  a  small  hook  written  with  left  motion  represents  f  ox  v;  if 
written  with  right  motion,  it  expresses  n. 

cave         cane       beef      bean         tough      ton  chaff     chain       tariff        retain 

----^--■^--^ t J...^....^ ^„._.^.. 

It  is  scarcely  necessary  to  distinguish  between _/ and  v,  but  shading 
the  hook  for  ?'  would  answer  all  practical  purposes. 

ii8 


N-HOOK   AND   F-  OR  V-HOOK  II9 

185.  Stroke  V  after  Curves.  As  hooks  may  be  written  on  but  one 
side  of  curved  strokes,  the  «-hook  is  written  on  the  inside  of  curves ; 
and,  therefore,  the_/^  or  z/-hook  is  written  on  straight  strokes  only. 

lone       love         shun      shove      fine         five      thin        thief     riiae  knifie 

.^. ^...„a J .!:f_-_..VlJ__r:i.._t::S: 


■^ 


186.  N-  and  V-Hooks  in  the  Middle.     Both  the  n-  and/-hooks  may 
be  used  in   the  middle  of   outlines,  if   a  convenient  form  is  thus 
secured, 
punisli  peevisTi    gunnery        cover       lonely  reverie     finish      poverty      pavex 


187.  S  after  N  and  V  on  Straight  Strokes.  As  the  j-circle  is  written 
with  left  motion  on  straight  strokes,  it  is  evident  that  an  «-hook  and  s 
may  be  expressed  by  writing  an  j-circle  with  right  motion,  thus  closing 
the  ;?-hook  into  a  circle.  With  the /-hook,  however,  the  circle  must 
be  written  inside  the  hook.  The  x-circle  here,  as  everywhere  at  the 
end,  is  read  last, 
pays     pains    paves      dies     dines  dives    cTiains  chafes    case      canes     caves 


188.  S  after  N  and  V  on  Curved  Strokes.  On  curved  strokes  the 
j-circle  must  be  written  inside  the  «-hook.  At  this  time  it  is  well  to 
recall  that  the /-hook  is  written  at  the  end  of  straight  strokes  only. 

fines       fifes  lines         lives  lance         laughs       balloons        bailiffs 

189.  Loops  St  and  Str  with  N-Hook.  On  straight  strokes  the  large 
^--circle,  or  the  st-  or  j/r-loop,  may  be  written  with  the  closed  «-hook 
to  express  n-ses,  n-st,  or  n-str  \  but  on  curved  strokes  they  may  not 


I20  FINAL   APPENDAGES,    HALVING,   PHRASING 


be  written  inside  the  small  «-hook.  In  such  cases  the  stroke  n  must 
be  used, 

chances      danced    pUiister        lances  fenced       minster  dispenses  evinces 

x......p^..  ^     ■■  -   \   '^^ 


-■V---i 


k 


190.  Other  Combinations  with  N-Hook.  When  a  straight  triple  con- 
sonant of  the  r-series,  or  a  simple  curved  stroke  preceded  by  the 
j-circle,  occurs  after  the  «-hook,  it  may  be  clearly  shown  inside 
the  ;/-hook. 

moTistrouS  demonstrative   remonstrance  kinsman       sponsor      lonesome 


n- 


lr~5> 


EXERCISE  LXXXin 


V 


EXERCISE  LXXXrV 


I. 

bees 

6. 

chiefs 

1 1. 

moan 

16. 

toughen 

2. 

beans 

7- 

loans 

12. 

muff 

17- 

runner 

3- 

beeves 

8. 

loaves 

13- 

shines 

18. 

cover 

4- 

chess 

9- 

line 

14. 

sheaves 

19. 

vacancy 

5- 

chance 

lO. 

live 

IS- 

Spanish 

20. 

rival 

THE   SHUN-HOOK 


121 


21.  barrenly 

22.  paving 

23.  Hawes 

24.  hones 

25.  hoofs 


26.  lanes 

27.  loves 

28.  danced 

29.  lanced 

30.  bounces 


31.  announces     36.  fences 


32.  punsters 

33.  Munster 

34.  bounced 

35.  silenced 


37.  pincers 

38.  ransom 

39.  monstrosity 

40.  demonstrate 


191.  Teacher's  Dictation  Exercise.  Puff,  pun,  pave,  pain,  dive,  dine, 
chafe,  chain,  cuffs,  canes,  graves,  grains,  hones,  heaves,  drain,  bluff, 
brave,  brain,  plain,  cliff,  gruff,  prone,  warn,  wharf,  hen,  train,  sworn, 
swerve,  defense,  devote,  rover,  hennery,  gunnery,  cleaver,  ingrain, 
engrave,  plunge,  deafness,  danced,  lanced,  rinses,  lances,  punster, 
minsters,  silenced,  pounced,  minces,  lonesome,  ransom,  Spencer. 


THE    SHUN-HOOK 

192.  The    Syllables  Tion,   Sion,   Cian,   Shion,  etc.     The   sound  of 

shu?i,  which  is  variously  spelled  in  English,  is  expressed  by  a  large 
hook  at  the  end  of  strokes.  This  hook  is  written  on  the  inside  of 
curved  strokes,  and  on  straight  strokes  it  is  written  on  the  side 
opposite  any  circle,  loop,  hook,  or  curved  stroke  which  precedes  the 
straight  stroke.     This  is  done  to  avoid  curving  the  straight  stroke. 


fashion       motion         section      collection       exclusion 

.-\ ^rr:) ^^:^35......^r:::r7D. ......._  _... 


faction 


location 


193.  Attaching  Shun-Hook  to  Straight  Strokes.  When  nothing  is 
attached  at  the  beginning  of  straight  strokes,  this  hook  is  gener- 
ally written  on  the  side  opposite  the  accented  vowel,  except  after 
tuh,  dnh,  chti/i,  and  ;>c//,  where  it  is  written  with  left  motion.  The 
x-circle  may  be  written  inside  the  s/iiin-h.ook. 
aviction      occasion        options        passions       editions       imitations       magicians 


122  FINAL  APPENDAGES,   HALVING,   PHRASING 

194.  Shun-Hook  in  the  Middle.  This  hook  may  be  used  in  the 
middle  of  outlines  and,  in  such  cases,  on  either  side  of  straight 
strokes. 

visionary     missionary      rational     dictionary     auctioneer     optional     stationary 


The  Se-shun-Hook 

195.  The  Syllables  Ishun,  Eshun,  Ashun.  When  the  s-  or  z-circle  or 
the  «x-circle  occurs  before  the  sound  of  ishun,  eshun,  or  dshun,  the 
shun  is  expressed  by  a  small  backward  hook  after  the  j-circle. 

As  these  three  vowels  are  the  only  ones  that  occur  in  connection 
with  the  sc-shun-hooV,  i  is  written  before  the  combined  circle  and 
hook,  while  e  and  a  are  written  after  it. 

position    possession     causation     physician     secession      sensation    dispensation 

..1 S---i-^ -'::^- L--.?^. 

Third-place  vowels  which  are  to  be  written  on  the  stroke  of  sc-shun 
outlines  should  be  written  on  the  stroke,  and  not  beside  the  combined 
circle  and  hooTc.  The  coalescent  for  the  sound  wd  is  located  pre- 
cisely as  the  vowel  a  would  be. 

196.  Se-Shun-Hook  in  the  Middle.  The  sc-sJiun-\\oo\.  may  be  writ- 
ten in  the  middle  of  outlines,  and  the  J^-circle  is  written  within  the 
small  hook. 

positional     sensational     prepositional  positions     physicians     dispensations 


THE   SHUN-HOOK 


123 


EXERCISE   LXXXV 


L....J......!^....i^k^_..._.:^£=^_^Zl 


1.  effusion 

2.  notion 

3.  equation       13.  station 

4.  expression    14.  divisions 

5.  eviction        15,  exceptions 


12.  inception 
to- 


EXERCISE  LXXXVI 

II.  discussion      21.  avocations  31.  solemnizations 

22.  recessions  32.  potation 

23.  sensations  ^;^.  taxation 

24.  depositions  34.  invention 

25.  pulsations  35.  indecisions 

6.  hesitation  16.  restitutions  26.  successional  36.  visions 

7.  vacation  17.  rational  27.  oppositional  37.  excisions 

8.  cushion  18.  cautionless  28.  arrogation  38.  dislocation 

9.  auction  19.  decision  29.  apposition  39.  ruination 
10.  exhibition  20.  accession  30.  fumigation  40.  inundation 

197.  Teacher's  Dictation  Exercise.  Action,  petition,  attractions,  sec- 
tions, adhesion,  motion,  fashions,  notions,  efTusions,  auctions,  passion, 
edition,  probation,  decision,  positions,  incisions,  physician,  missions, 
evasions,  disposition,  sensation,  attention,  dispossession,  oblation, 
secretion,  operation,  sensational,  missionary,  national,  reaction,  auc- 
tioneer, stationer,  stationery,  sectional,  passionless,  successional,  tran- 
sitions, transitional,  exhibitions,  inventions,  taxations,  recessional, 
excisions,    pulsations,   rationally,   inceptions. 


124  FINAL  APPENDAGES,   HALVING,   PHRASING 


THE    LENGTHENING    PRINCIPLE 

198.  The  Syllables  Ter,  Der,  Ther.  Any  curved  stroke  may  be 
written  twice  its  usual  length  to  add  the  sound  of  ter^  der,  or  ther. 
The  context  will  readily  determine  which  is  intended. 

alter     fodder     mother     oyster     whether      smatter  trumpeter         fritter 

199.  Placing  Vowels  on  Lengthened  Strokes.  It  will  be  observed 
that  vowels  are  placed  on  the  lengthened  stroke  as  if  they  were  of 
single  length.  Vowels  that  are  written  before  the  stroke  are  read  first ; 
vowels  that  are  written  after  the  stroke  are  read  before  the  ier,  der, 
or  ther.   If  a  final  vowel  occurs  after  the  added  syllable,  the  lengthening 

principle  must  not  be  used;  \\vViS,  feathery  ->-j^.,  cntt-y L. 

200.  The  Syllables  Nker,  Nger,  Mper,  Mber.  In  addition  to  the  fore- 
going sounds,  her  and  ger  may  be  added  to  img,  and  er  to  ump  and 
umb,  by  lengthening. 

anchor      hunger        tinker        linger     jumper       lumber       hamper        cucumbar 


201.  Intervocalizing  Lengthened  Strokes.  A  dash  vowel,  diphthong, 
or  coalescent  which  occurs  between  the  t  and  r,  the  d  and  r,  or  the  th 
and  r  of  the  lengthened  stroke  may  be  expressed  by  striking  its  sign 
through  the  stroke,  or  by  placing  the  circle  which  is  a  substitute  for 
the  sign  beside  the  stroke,  each  in  its  proper  position.  An  «-hook  at 
the  end  of  the  lengthened  stroke,  as  always,  must  be  read  last. 

entire        furniture     future      astern      northern     modem         material    martyrs 


THE    LENGTHENING    PRINCIPLE 
EXERCISE  LXXXVn 


125 


^....W_ 


enter 

fetter 

shutter 

shatter 

niter 

6.  diameter 

7.  laughter 

8.  ardor 

9.  invader 
10.  Luther 


EXERCISE 

1 1 .  whither  2 1 , 

12.  clinker  22. 

13.  thermometer  23. 


14.  inviter 

15.  winter 

16.  lateral 

17.  smother 

18.  defrauder 

19.  hinder 

20.  oleander 


24. 

25- 
26. 
27. 
28. 
29. 
30- 


Lxxxvra 

bewilder 

rancor 

linger 

damper 

tamper 

simper 

thumper 

encumber  38 

reenter       39 

Wilder        40 


31- 
32. 

33- 
34- 
35- 
36. 
37- 


upholder 

clamber 

Munger 

somber 

timber 

plumper 

curvature 

materials 

further 

eastern 


202.  Teacher's  Dictation  Exercise.  Ladder,  mutter,  center,  smother, 
render,  orderly,  fighter,  fetter,  fatter,  latter,  later,  litter,  literary,  ardor, 
surrender,  defender,  tender,  sifter,  voter,  Easter,  motherly,  Walter, 
entered,  temperature,  chamber,  jumper,  hamper,  damper,  cumber, 
lumber,  hunger,  tempered,  linger,  temperer,  wonderful,  September, 
legislature,  garniture,  upholder,  defrauder,  thermometer,  literally, 
literature,  deluder,  bewilder,  farther,  plumper,  somber,  wintering, 
diameter. 


126  FINAL  APPENDAGES,   HALVING,   PHRASING 


WORD   SIGNS 

Twelfth  List  of  Word  Signs 
Without  Vowels: 
\  V  II  — r»  gone  V    often     • 

^—3  men   <;— ^  women 
.^^jplcnown^ /^alone      ^,_^ man  _j^-—~j  woman         \,^ above       -.gave \^ belief -ve 
none 

Contractions  : 

>'general-ly      I    whatever  I  differ^ed-ence-ent  /  whichever 

^— ^  opinion  (,  within  v         u  u  Pi 

^  V      phonography  twelve 


EXERCISE   LXXXIX 


\.Crr^....y \.rr-^.L.]\ o ^. X. 


^..b 


f- 


L....C"_..o....s..-....:j.^.i.:.L':>zi..'ii>^.^. 


3 


4°-^ 


5 V -.Xi.oV.'lj..^.. 


fv.-"-- 


.ls.r-rT^./^_x-_P- > — ^n^..^..Vv^,_/rN ^^^.(^^Ts.  ..Vj.-b l.i 


THE   LENGTHENING   PRINCIPLE  12/ 


.<^.l.>..t,..^..>^.-^.Jt>r. Z-k.. 

«i:.^.i.:dK:..C.ir!L:.Mf..^.^::::..w:L^!:v..t:f. 


EXERCISE   XC 

1.  The  young  cheesemonger  lingers  for  news,  and  =  calls  =  upon  =  the 
banker  when  =  he  -  is  alone.  2.  At  =  the  battle  of  =  the  Wilderness  =  the 
federal  general  Henderson  sought  to  defeat ;  the  rebel  forces  and  s 
make  =  them  surrender  by  ;  an  attack  on:  their  center.  3.  I  =  believe 
Arthur  can  =  master  Phonography  within  six  months,  and  s  then  he  s 
may  earn  more  =  money  =  than  John.  4.  We  should  prefer  a  =  stay  with 
Father  Vetter,  whatever  he  decides  upon,  to  =  a  trip  with  others  to 
different  sections  of  =  the  globe.  5.  Chambers  is  =  an  older  man,  and  = 
goes  to  =  his  place  of  business  in  =  the  store  above  s  the  opera  =  house 
not  later  =  than  twelve  o'clock  each  =  day.  6.  The  men  slaughtered  s 
the  sheep  and  =  rendered  ;  the  tallow,  while  the  crew  anchored  =  the 
schooner  just ::  as  =  the  captain  gave  orders  to  =  do.  7.  His  lectures 
were  often  instructive,  though  sensational,  and  -  generally  cost  =  the 
association  ten  =  dollars.  8.  The  missionary,  with  zealous  devotion, 
has  often  gone  =  to  uncivilized  habitations  to  give  what  he  =  could  of 
illumination  and  =  elevation.  9.  The  genial  operative,  who  =  was  as 
man  of  =  some  knowledge,  took  us  through  =  the  watch  works,  and  - 
there  we  saw  what  =  could  ;  be  done  by  capable  women.  10.  I  =  have  -- 
been  down  =  town  and  =  back,  but  =  will  go  again  if  =  you  think  -  it  ad- 
visable or  necessary.  11.  This  woman  raised  much  opposition  to  =his 
occupation  of  =  the  position  before  =  the  judge's  opinion  was  =  rendered. 
12.  Davy  Jones,  the  brave  woodsman,  climbs  cliiTs  =  and  bluffs  in  = 
search  of  plover,  but  often  gets  none.    13.  Whichever  way  you  s  look,s 


128  FINAL  APPENDAGES,   HALVING,   PHRASING 

the  surf  heaves  high  its  mighty  crest ;  but  =  the  appearance  of  oceans 
may  differ  to  ;  a  wonderful  degree.  14.  Levis  differed  from  Harvey 
in  =  that  he  =  made  it  a  =  rule  to  s  strive  to  achieve  things  honorably, 
and  =  he  =  would  frown  upon  every  mean  plan  for  =  the  acquisition  of 
wealth.  15.  The  woman  spins  or  weaves  several  sorts  of  thin  cloth  for 
fans,  but  =  there  =  is  ;  no  =  difference  in  =  the  prices  which  she  charges. 


OMITTED    CONSONANTS 

203.  Unimportant  Sounds  omitted.  In  a  comparatively  small  num- 
ber of  words  an  unimportant  consonant  sound  may  occur  which 
may  be  omitted  without  interfering  with  the  reading.  They  are  as 
follows  :  — 

a.  Omit  puh  after  jim  : 

jumped    presumption    stamped     attempt         glimpse  swamped      tempt 

^A. _Vd__... ^._ _.L i^rr:^ L 

b.  Omit  kjiJi  after  ung : 
distinction  sanctuary  anxious  punctuation  unction 


I- 


-V, 


..Si2_ 


c.  Omit  tuJi  after  snh,  and  change  the  loop  to  a  circle: 

post-master     post-office      postal-note  mostly  postage         waistcoat 

> --::V... 


d.   Omit  nil  in  tratis^  and  wherever  the  «-hook  is  difficult  to  write  : 
transpose    transmit    transcribe     danger       penman         bondman     Pennsylvania 

c-^.-i---K } .^^--..-tz :yv^^ 


OMITTED   CONSONANTS  129 

In  a  few  cases  it  is  necessary  to  separate  a  word  in  the  middle  in 
order  to  prevent  a  difficult  angle. 

badness        deadness      hereafter       supernatural     re-establish      re-written 


^-^ -V -v--^^-- 

Affixes 

204.  Abbreviating  by  disjoining  Familiar  Parts.  The  principle  of 
disjoining  an  important  portion  of  a  word,  either  at  the  beginning  or 
end,  as  the  case  may  be,  is  a  very  helpful  expedient  in  Phonography. 
These  disjoined  portions  are  known  as  affixes.  When  disjoined  at 
the  beginning,  they  are  prefixes  ;  when  at  the  end,  suffixes. 

Prefixes  are  largely  derived  from  the  Latin,  and  form  the  begin- 
ning of  a  numerous  class  of  words.  Suffixes  comprise  the  endings  of 
words  which  occur  with  great  frequency. 

As  the  method  of  expressing  these  affixes  is  to  a  very  great  extent 
arbitrary,  it  is  important  that  the  student  should  make  a  very  careful 
study  of  them.  Experience  shows  that  the  affix  symbols  are  easily 
forgotten  ;  this  entails  the  writing  of  a  very  long  outline  where  a 
short  one  should  be  employed.  As  there  is  so  much  to  be  gained 
by  their  mastery,  the  student  should  neglect  no  opportunity  which 
the  exercises  afford,  to  understand,  memorize,  and  persistently  use 
the  affixes. 

Disjoined  Prefixes 

205.  Principles  of  disjoining  Prefixes.  Many  otherwise  long  words 
may  be  abbreviated  by  disjoining  a  suggestive  part  at  the  beginning. 

a.  Con,  com,  or  cog  may  be  expressed  by  writing  a  dot  immediately 
before  the  beginning  of  an  outline;  acco7n  by  disjoined,  vocalized /'?//?. 

condone  commence      cognomen        considerable     compatible     cognate 

...J:. .^.^..^ 1  .         V 


I30  FINAL  APPENDAGES,  HALVING,  PHRASING 

Con,  com,  or  cog  may  be  expressed  in  the  middle  of  a  word,  or 
between  words,  by  writing  close  together  that  which  precedes  and 
follows  the  syllable. 

inconceivable  Tecommend    recognize  reconcile  she  confesses    John's  confusion 

b.  Circuni  or  self  vciz.^  be  expressed  by  writing  an  j-circle  beside  the 
first  stroke  of  an  outline  ;  self-con  or  self  com,  by  writing  it  before  the 
beginning  of  the  word  in  place  of  the  r^«-dot. 

circumstance         circumscribe  selfishness         self-conceit        self-command 


c.   Inter,  intro,  or  enter  may  be  expressed  by  writing  a  half-length  n 
at  the  beginning. 

interfere  introduce       entertain    interjection    introspection   enterprisingly 

_.„rv :i :_\\_ jL. rv^....l^.. 


d.  Magni  or  7tiagna  may  be  expressed  by   writing  a  stroke  ;/;  at 

the  beginning. 

magnify  macrnanimity  magnificence  Magna  Charta 

^- -"^- --'^- -C>r^,-- 

e.  Counter,  contra,  or  contra   may  be  expressed  by  a  short  stroke, 
in  the  direction  of  riih  ox puh,  at  the  beginning. 

counterfeit      contradict     controversy     countercheck    contrabass  controversially 

l„_ :a... X r^^ ."^..- 


-^"- V- -^ 


DISJOINED    PREFIXES 


131 


EXERCISE  XCI 


1.  encamped  11.  messenger 

2.  thumped    12.  post-road 

3.  punctuate  13.  transgress 

4.  postman     14.  attempt 

15.  conducive 

16.  accomplice 

17.  incongruous 

18.  inconvenient 

19.  discommode 


5.  postboy 

6.  transfix 

7.  translate 
8. transact 
9.  aptness 

10.  outfit 


EXERCISE  XCII 

2 1 .  your  confusion  3 1 .  self-conscious 

22.  their  condition  32.  intervene 

23.  consider  33.  enterprising 

24.  competency     34.  introducer 

25.  cognizance      35.  Magnificat 

26.  condensation  36.  magnanimously 

27.  unconcern        37.  counterbalance 

28.  inconstancy     38.  counter-drain 

29.  circumflex        39.  controversialist 


20.  our  consideration  30.  self-defense     40.  countershaft 


206.  Teacher's  Dictation  Exercise.  Ghostly,  postpone,  Postal  Union, 
testimony,  post-rider,  translation,  transaction,  transverse,  prompt, 
badness,  camped,  thumped,  punctuation,  contrive,  command,  decom- 
pose, reconcile,  recognize,  countermine,  circumspect,  circumscribed, 
selfish,  discontinue,  self-conviction,  magnify,  counteract,  magnificent, 
irreconcilable,  counterfeit,  self-consuming,  recommend,  uncontrolled, 
controversy,  inconvenient,  inconsiderable,  condensation,  self-defense, 
magnanimity,  self-possessed,  recommendation,  countermarch. 


132  P^INAL  APPENDAGES,   HALVING,   PHRASING 


DISJOINED    SUFFIXES 

207.  Principles  of  disjoining  Sufl^es.    a.  Ing  may  be  expressed  in 

two  ways,  as  follows :  — 

(i)  By  writing  the   stroke  ung  after  ruh,  huh,  ujn,  ump,  and  all 
curved  strokes,  hooks,  or  circles  written  with  left  motion, 
rowing  haying  aiming  thumping     bathing        awning         fishing 


(2)   By  writing  a  dot  at  the  end  of  all  other  straight  strokes  and 
the  remainder  of  the  curved  strokes. 


payi 


aging  tyi'ig  lying       airing 

y. r il..-.:?^.. 


saying        showing 

....)• A... 


In  words  of  one  syllable  the  stroke  ting  must  be  used. 

king  bring  sing  fling  string  wing 


/'.   ///;o'  may  be  expressed  by  a  small  circle  in  all  places  where  ing 
is  expressed  by  a  dot ;    elsewhere,  by  the  stroke  ung  and  the  j'-circle. 

liuviiigs       takings      edgings   airings   sayings      awnings         hayings         feelings 

\         I.  '      •       ' 


/. 


c.  Iiig-iJic  may  be  expressed  bv  a  s:nall  disjoined  tick,  written  in 
the  direction  of  riiJi  or  /n/i,  in  all  places  where  ing  is  expressed  by 
a  dot  ;   elsewhere,  by  the  stroke  ung  and  the  tick  for  the. 

buying  th.e        cleansing-the   sliowing-the    knowing-the    feeling-the       fishing-the 


DISJOINED   SUFFIXES  133 

d.  Ship  may  be  expressed  by  the  stroke  shuh. 
hardship  fellow^ship     lelationahip       courtship      horsemanship     lordship 

..-.VuS'..... 'o^^ */. '^ Z 


e.  Self  may  be  expressed  by  a  small  circle  written  at  the  side  of 
the  last  stroke  of  an  outline  ;  selves,  by  a  large  circle. 

himself  herself  yourself  themselves     ourselves        yourselves 

,r^ !^... J^. ^k .::^- (9.. 

f.  Iliiy,  ality,  arify,  or  erity  may  be  expressed  by  disjoining  from 
the  preceding  part  of  a  word  that  consonant  stroke  which  precedes 
any  one  of  these  suffixes. 

responsibifity        vitality         vulgarity      prosperity         popularity         barbarity 


- '^ ^ -t: X     X^ 

g.  When  luk  will  not  join  conveniently  at  the  end,  it  may  be  dis- 
joined to  express  the  final  syllable  ly. 

mainly  womanly  finely  justly  i  wantonly      vainly 

^. "^.C /r.. ^.c 


/^x:i, 


EXERCISE   XCm 


:^'^_Lj..v---t.,-:>\5\^..xX-v 


i..^.,_^^Ji_...._U|..^^.t^_4;^.-N.>N.-„....-.X-.-V 


134         FINAL  APPENDAGES,   HALVING,   PHRASING 


EXERCISE  XCIV 


dressing    1 1 

ringing      1 2 

longing 

obeying 

aiding 

making 

doings 


8.  drawings   18. 

9.  sneezings  19, 
10.   puffings     20. 


fishings  2 1 . 

tracings  22. 

chastenings  23. 

dividing-the  24. 

estimating-the  25. 

arranging- the  26. 

foiling-the  27. 

flushing-the  28. 

singing-the  29. 

revising-the  30. 


rinsing-the  31. 

scholarship  32. 

deanship  33. 

ownership  34, 

ladyship  35. 

trusteeship  36. 

professorship  37. 

suretyship  38. 

thyself  39. 

aflability  40. 


hospitality 

inability 

susceptibility 

cordiality 

stability 

volubility 

principality 

punctuality 

versatility 

infidelity 


208.  Teacher's  Dictation  Exercise.  Legibility,  sensibility,  insepa- 
rability, myself,  yourselves,  hardship,  himself,  herself,  themselves, 
stability,  ourselves,  singularity,  relationship,  susceptibility,  kinship, 
yourself,  debility,  popularity,  acceptability,  township,  lordship, 
apprenticeship,  credulity,  cordiality,  hospitality,  prosperity,  vulgarity, 
ownership,  deaconship,  versatility,  infidelity,  vitality,  principality, 
frugality,  volubility,  malleability,  dexterity,  polarity,  servility,  states- 
manship, queenship,  clerkship,  fellowship,  futility,  fatality,  inhumanly, 
suddenly,  plainly,  slovenly,  imperatively. 


EXERCISE 

'  xcv 

I. 

hurrahing 

1 1. 

mowings 

21. 

reaping-the 

31- 

gentility 

2. 

hoeing 

12. 

hoeings 

22. 

hearing-the 

32- 

rascality 

3- 

maying 

13- 

innings 

23- 

sewing-the 

33- 

posterity 

4- 

nothing 

14. 

failings 

24- 

opening-the 

34. 

risibility 

5- 

inning 

15- 

tyings 

25- 

winning-the 

35- 

expansibility 

6. 

flashing 

16. 

chewings 

26. 

meaning-the 

36. 

secularity 

7- 

dying 

17- 

sowings 

27. 

paving-the 

37- 

potentiality 

8. 

aching 

iS. 

paying-the 

28. 

censorship 

3S. 

prodigality 

9- 

laying 

19. 

seeing-the 

29. 

myself 

39- 

heavenly 

0. 

erring 

20. 

accusing-the 

30. 

ourselves 

40. 

suddenly 

THE   HALVING  PRINCIPLE  135 


HALVING    PRINCIPLE  — CONCLUDED 

209.  Halving  for  T  or  D.  Up  to  the  present  point  the  student 
has  been  taught  that  by  halving,  tuh  is  added  to  a  light  stroke  and 
diih  to  a  heavy  stroke.  It  is  the  common  practice  of  the  great 
majority  of  phonographers  to  add  either  tuh  or  duh  by  the  halving 
principle  and  to  depend  upon  the  context  for  the  correct  reading  of  a 
passage.  It  is  true  that  conflicts  may  occur  in  a  few  words,  but  this 
difficulty  is  theoretical  rather  than  practical.  In  most  cases  the 
conflicting  words  will  be  found  to  be  different  parts  of  speech. 

210.  Halving  Consonants  with  Hooks.  Single,  double,  triple,  quad- 
ruple, and  final  hook  consonants  may  be  written  half  length  to  add 
tiih  or  duh.    W-hook  outlines  are  not  shaded  for  duh  when  halved. 

paid  plead  grit    sepctled  spread    stuttered      fined       vent          wilt      mot-icorecl 
J^ ^ S^C A _-ki /D„„. 

211.  Reading  Final  S-Circle.  Tuh  or  duh  must  be  read  after  a  final 
vowel  or  hook,  but  before  a  final  j^-circle  or  loop. 

laie    mad   padnit  occasioned,  friend    paints    iriends  slants      glands       broadest 

>_.-.._^....S...„.ti?. .fS-. .-b- 3 ^,.....^. 1__ 


212.  Halving  W,  Y,  Mp,  and  Ng  when  Hooked.  When  standing 
alone,  luuh,  yuh,  ump,  and  U7ig  may  not  be  made  half  length  unless 
they  have  a  final  hook. 

impound           impugned          ambient            impassioned        sanctioned 
--^. — -^- r -^^ - -o3 

213.  Joining  Halved  and  FuU-Length  Strokes.  A  half-length  stroke 
may  be  joined  to  a  full-length  only  when  a  distinct  angle  results,  or 


136         FINAL  APPENDAGES,   HALVING,   PHRASING 

when  two  curved  strokes  are  joined  without  an  angle,  if  one  of  them 

is  shaded. 

fetched   erecf  dashed  wretched  midnight    feared       lured       madden      named 


214.  Joining  the  D-Stroke  to  express  the  Past  Tense.  When  the 
present  tense  is  expressed  by  a  half-length  stroke,  the  past  tense  is 
usually  expressed  by  joining  the  stroke  du/i. 

goad  goaded    saint  sainted      point     pointed       expended    seconded.      acted 

.^.3 .«<. n f J... -r^ 1 4_ 

215.  Disjoining  the  D-Stroke  to  express  the  Past  Tense.  If  the  half 
length  does  not  form  a  distinct  angle  with  the  added  du/i,  or  if  it  is 
difficult  to  join,  the  added  stroke  may  be  disjoined. 

trade    traded     affrighted      yielded     darted     gifted      fainted    dotted    rotated 

h 1 ...n.       '     ■ 


.^. 


^     ^ — -^ M- '   ^ 


216.  Halving  the  Final  Stroke  to  express  the  Past  Tense.     When  a 

word  ends  with  a  simple  stroke  tuh  or  duh^  the  past  tense  may  be 
expressed  by  halving  the  final  stroke. 

seat      seated      defeat      defeated     loot      rooted      weed     weeded      related 

.1 ! \ i .^_.....^......„.L___J..-....c^_.. 

217.  Halving  Double  Consonants  to  express  the  Past  Tense.     When 

the  present  tense  is  expressed  by  a  lengthened  stroke,  the  past  tense 
may  be  expressed  by  the  use  of  a  halved  double  consonant,  if  a  bet- 
ter outline  results. 

water     watered      order      ordered      fritter     frittered    flatter      flattered 


--A--^-^A--: 


THE   HALVING    PRINCIPLE 
EXERCISE  XCVI 

....Z...„.vi....^ .:*:. 


137 


!....:^.IL1_.^ 5?..^.^ 


-■J--^f  i-1--^- 


EXERCISE  XCVII 


1.  act 

2.  acts 

3.  oft 

4.  soft 

5.  nods 

6.  jet 

7.  bets 

8.  gates 

9.  dots 
10.  prod 


11.  deduct 

12.  robed 

13.  butter 

14.  motioned 

15.  point 

16.  cuffed 

17.  heft 

1 8.  concerned 

19.  blot 

20.  proud 


21.  severed 

22.  sprayed 

23.  snored 

24.  requite 

25.  wind 

26.  popped 

27.  legged 

28.  looked 

29.  navigate 
2^0.  dished 


31.  afford 

32.  warned 

2>Z-  comprehend 

34.  waited 

35.  imitated 

36.  hoarded 

37.  sorted 

38.  twitted 

39.  inserted 

40.  counteracted 


218.  Teacher's  Dictation  Exercise.  Beets,  beast,  poised,  pods, 
buzzed,  beds,  best,  mist,  midst,  modes,  mast,  needs,  sneezed,  wends, 
bodes,  wilds,  fates,  avoids,  nods,  evoked,  liked,  road,  Marryat,  stated, 
rooted,  cheroot,  avoided,  potted,  imitated,  red,  roared,  dialect,  doted, 
locked,  collect,  reflect,  credit,  credited,  date,  data,  mud,  muddy,  fired, 
lured,  naught,  sneered,  suffered,  dashed,  wormed,  spread. 

219.  Common  errors  on  final  hooks,  lengthening,  halving,  ticks,  and 
affixes,  a.  Failure  to  fix  in  the  mind  the  important  fact  that  the 
y-hook  is  never  written  except  at  the   end  of  straight  strokes. 


138  FINAL  APPENDAGES,   HALVING,   PHRASING 

b.  Failure  to  observe  that,  as  the  «-hook  is  used  at  the  end  of 
curved  strokes,  it  is  necessary  to  express  the^/ or  z'  by  a  stroke  con- 
sonant on  curved  strokes,  not  by  a  hook. 

c.  Failure  to  notice  that  the  j-circle  must  be  written  inside  the 
y^hook,  as  the  hook  is  written  on  the  same  side  of  straight  strokes  as 
the  plain  j-circle. 

d.  Failure  to  comprehend  fully  the  difference  between  the  shun- 
hook  and  the  se-shnn  hook.  One  contains  the  sound  of  a  consonant 
preceding  the  sound  of  a  vowel  and  shun  ;  the  other,  the  sound  of 
a  consonant,  a  vowel,  and  the  sound  of  J  preceding  the  sound  of  a 
vowel  and  s/nin.  Remember  that  the  sounds  of  the  latter  will  always 
be  st-shiin,  se-shufi,  sa-shun,  or  zt-shun,  ze-shun,  zd-shun. 

e.  Failure  to  become  so  thoroughly  familiar  with  the  lengthening 
principle  that  it  will  always  be  used  in  words  ending  in  the  sounds  of 
ter,  der,  or  i/icr  after  a  curved  stroke.  Most  pupils  finally  get  into 
the  habit  of  using  the  double  consonants  to  express  these  syllables. 

f.  A  strong  tendency  to  fail  so  to  memorize  the  various  affixes  that 
they  will  not  escape  the  mind  when  writing  rapidly.  Students  often 
attempt  to  write  their  sounds  in  full,  rather  than  take  the  time  to 
learn  faithfully  the  representative  of  each. 

g.  Failure  to  observe  that  the  halving  principle  is  one  of  the  great- 
est time-saving  expedients  in  phonography,  and  worthy  of  the  time 
which  it  is  necessary  to  spend  in  order  to  master  each  detail. 

//.  Failure  to  notice  that  words  ending  in  7it  or  7id  usually  are 
written  with  the  ;/-hook  on  a  half-length  stroke. 

/.  Failure  to  remember  that  the  J'-circle,  even  when  used  with  a 
halved  stroke  which  has  a  final  hook,  must  be  read  last.  Emphasize 
this  by  writing  outlines  for  chants  and  chanced,  lands  and  laficed,  refits 
and  rinsed,  glanced  and  glands,  fenced  ■A.nil  fends. 

j.  Failure  to  perceive  that  there  are  three  ways  of  expressing  the 
past  tense  :  by  halving  when  the  present  tense  ends  in  a  full-length 
stroke;  by  halving  a  double  consonant  when  lengthening  and  duh  make 
a  poor  outline  ;   and  by  adding  a  stroke  duh  after  a  half-length  stroke. 


WORD-SIGN   SENTENCES  139 


WORD   SIGNS 

Thirteenth  List  of  Word  Signs 

Without  Vowels: 

^  ^^"^^                         /I  child          ^  mind 
account  q  told  iNjpart      0  toward 


C^  q'^te  o^  spirit 

cared  great  ^^ent 


Contractions  : 

cannot        \  behind       J  did  not  f/  gentlemen         <\particular-ly 

__ __ J_^_qnot </.g^?5.lt™^.^ 

'" "" J  had  not"  ^"opportunity 

<r-  accord jng-ly  independ-  ..  ^ 

world  •^  ent-ce  ^  mtelhgent      ^  notwithstanding 

EXERCISE  XCVm 


>"'"     ""  ^"  -  — - 


■^ -  -  V 


7.vl..o.^^..L,:'a:A._t.Vz.k..v.b.^!:^. 


140  FINAL  APPENDAGES,   HALVING,   PHRASING 


to 


EXERCISE  XCIX 

1.  The  gentlemanly  and  =  faithful  instructor  supplied  =  the  youths 
who  =  were  under  =  his  control  with  fitting  physical  =  culture  at  every  = 
convenient  opportunity.  2.  A  strong ;  wind  came  up  from  behind  =  the 
mountain,  =  and  blew  such  *  a  gale  that  =  the  good  ship  Enterprise  broke 
her  anchor=chain  and  =  slowly  moved  toward  =  the  rocks.  3.  He  who 
stops  to  dispute  with  fools  proves  himself  to  be  of  weak  =  and  childish 
mind  and  =  of  contrary  spirit.  4.  I  should  =  be  =  glad  to  meet  s  the 
gentleman  to  -  whom  =  you  =  referred,  but  I  =  am  ;  afraid  you  s  cannot 
depend  =  upon  meeting  me  at  =  the  =  time  you  =  mentioned.  5.  In  --  his  = 
account  of  -  the  fire  he  said  that,  without  regard  to  =  the  fact  =  that  =  the 
underwriters  were  informed  of  =  the  preservation  of  thousands  of 
yards  of  holland  shirting,  they  =  had  settled  =  the  loss  in  full. 
6.  Self-respect  =  and  self-improvement  have  =  a  great  s  deal  to  =  do  with  s 
one's  success  in  life,  particularly  when  =  one  =  is  brought  into  close; 
contact  with  others.  7.  P'or  =  his  part,  he  thought  =  his  merit  was  =  not 
recognized,  and  =  he,  consequently,  was  =  not  reconciled  to  =  his  posi- 
tion. 8.  According  to  =  some  =  accounts,  his  speech  was  interrupted 
by  a  ;  few  intelligent  hearers,  and  =  some  of  =  them  went  =  out  of  =  their  = 
way  to  contradict  =  his  statements.  9.  If  =  you  =  can  accustom  your- 
self to  =  our  circumstances,  you  =  may  accompany  us  while  we  cir- 
cumnavigate =  the  world.  10.  Our  forefathers  failed  to  foresee  =  the 
magnificent  growth  of  =  this  =  country,  though  they  =  were  particular 
to  assert  their  =  rights  and  -  show  their  independence  on  many 
occasions.  IL  As  =  the  contraband  was  acquainted  with  many  of  =  the 
secrets  of  =  the  Southern  army,  he  called  out  ;  the  countersign 
and  =  went  through  =  the  lines  quite  easily.     12.  The  order  for  =  the 


OMISSION  OF  VOWELS  141 

immediate  arrest  of  =  the  counterfeiter  was  countermanded,  but  =  his 
independent  manners  caused  his  motives  to  be  misconstrued. 
13.  According  to  all  =  accounts,  they  recognized  each  =  other  and  =  a 
reconciliation  followed  immediately,  for  each  s  had  cared  much  for : 
the  =  other  before  =  a  quarrel  had  blighted  their  pleasure.  14.  By 
introducing  interchangeable  parts,  =  the  office  =  boy  had  succeeded  in 
getting  =  the  machine  to  =  work  again,  but  he  had  -  been  badly 
affrighted  for  =  a  while  by  =  his  predicament.  15.  She  =  is  noble  = 
and  womanly,  and  =  her  popularity  is  due  to ;  her  affability,  hospi- 
tality, and  =  true  friendship. 

Omission  of  Vowels 

220.  Reading  without  Vowels.  Up  to  the  present  the  student  has 
been  expected  to  insert  all  vowels,  except  where  they  have  already 
been  previously  practiced  in  speed  letters.  The  object  of  this  has 
been  to  make  the  student  very  proficient  in  locating  vowels  both 
quickly  and  accurately. 

While  it  is  true  that  the  ability  to  insert  every  vowel  readily  and 
accurately  would  be  a  valuable  accomplishment,  it  is  also  true  that 
very  rapid  writing  is  not  possible  when  this  is  attempted.  Indeed, 
many  words  are  read  about  as  easily  without  vowels  as  they  would 
be  with  them. 

221.  Writing  without  Vowels.  As  rapidly  as  the  outlines  of  cer- 
tain words  without  vowels  become  familiar,  the  vowels  may  be 
omitted,  thus  making  possible  a  greater  speed  without  seriously 
interfering  with   legibility. 

222.  Principles  for  omitting  Vowels.  Vowels  are  omitted  or  written 
under  the  following  well-defined  circumstances  :  — 

a.  Omit  vowels  in  words  in  which  the  only  important  vowel  in  the 
word  is  expressed  by  the  position  of  the  word. 

lodgment    packet       labor        fish        ask  regal        preach.       blind     bluntly 


A-^-^ -'^~- X '---^^ 


142  FINAL   APPENDAGES,    HALVING,    PHRASING 

b.  Omit  vowels  in  words  having  no  important  vowels. 


Beujanrtn  memarablje 


x- 


murmur     dozen  legitimate     garlic         irmscle 


c.  Omit  vowels  in  words  which  have  strikingly  peculiar  outlines, 
or  which  have  become  familiar  by  frequent  usage. 

ftoancial      amalgamatioii       exejcised  foundation  received    accept       fa^or 


d.  Omit  those  vowels  which  are  suggested  by  the  manner  of  writ- 
ing a  stroke. 

zero        army         alil^e       penny  alkali  legal       illegal     elegant       Lucy 

}l.^.^...^£:. \^.........^r-:_._A __c 


-r)^ 


e.  Omit  all  but  the  first  vowel  in  words  in  which  the  initial  vowel 
is  sufficient  to  designate  the  word  intended. 


opaque         unique       ideal    immigrate     Aztec      allied 


Isaac         apron 

1. .V. 


f.   Omit  all  but  the  last  vowel  in  words  in  which  the  final  vowel  is 
sufiicient  to  designate  the  word  intended. 


Jericho       folio         croquet       Bellevue       piano      bestow      monarchy    German'ia 

-4--^- ^.-v:^--v-^---v--^^^-4^- 


PHRASING  143 

g.  Omit  all  but  the  distinguishing  vowel  in  words  in  which  the 
outlines  are  written  exactly  alike. 

veracity        voracity  permission    promotion       effect         affect     predict  protect 

h.  Proper  names  and  unusual  words  should  have  as  many  vowels 
written  as  possible. 

Elsie    Daly    Lizzie    Dooley    Edwin    Johnson    Daniel    Jackson    ad  valorem 


y   '"         '"  ^-^.u:;;-- 


//         // 

u 


Phrasing  —  Concluded 

223.  Advanced  Principles  of  Phrasing,  a.  The  words  of  and  0/  the 
may  be  expressed  by  writing  the  preceding  and  following  words  close 
together,  but  a  vowel  word  sign  may  not  be  treated  in  this  manner. 

House  of  Lords    place  of  meeting      day  of  fhe  week     liberty  of  the  House 

- # - -'^- -  -1^ ^^ - 

b.  The  words  from  and  to  may  be  omitted  in  phrases  like  the 
following  :  — 

from  day  to  day    from  house  to  house    from  place  to  place    from  hour  to  hour 

H- 


A'^ ^^ ^ 


c.    Us  may  be  expressed  by  a  joined  j-circle. 

alius        have  us 

.C... k. oZ 


give  us        take  us        for  us       will  us        have  us  show  us         bring'us 


144  FINAL   APPENDAGES,    HALVING,   PHRASING 

d.    We  may  be  expressed  by  the  a/-hook. 

we  will        we  may       we  know       we  are       Tve  received       we  are  sorry 

.....r. ^ ^ .c/;. ^ ...^.. 


e.  Not  may  be  expressed  by  the  «-hook  attached  to  a  word  sign 
made  half  length. 

have  not     are  not      will  not       maynot        if  not  do  not     had  not 

._ \j... _,^ /:?.. ./cs.... J- , _ 

J 

f.  Than  may  be  expressed  by  the  ^^-hook  after  a  full-length  stroke. 
more  than  sooner  than  better  than         higher  than  further  than 


.(Tt .1. 


g.    Their  or  there  may  be  expressed  by  the  lengthening  principle. 

have  their-re  for  their-re  know  their-re  follow  their-re 


V. 


h.  The  irregular  double  consonant  nr  may  be  used  to  express  the 
word  171  and  the  syllable  re  in  combinations  like  the  following :  — 

in  regard  in  response        in  respect  in  reply  in  receiptf 

_^_ _._^._ ^^.._______..^_ .^ _ 

It  should  be  observed  that  if  all  the  vowels  were  written  in  these 
combinations  of  two  words,  no  sound  would  be  missing ;  the  syllables, 
however,  are  disregarded. 

/.  While  the  word  /  may  safely  be  expressed  by  writing  the  first 
half  of  its  sign  downward  or  the  second  half  upw^ard,  the  whole  sign 
should  be  written  before  the  strokes  for  siih  or  ziih. 

I  will      I  believe     1  have      I  think      I  see        I  was      I  saw  him     I  use 


\. l.__„_.l J. \ 


-> 


PHRASING 


145 


EXERCISE   ON  ADVANCED   PHRASES 


224.  Drill  on  Phrasing.  Let  the  student  write  carefully  and  with 
concentrated  mind  each  of  the  following  phrases,  spending  time  and 
effort  on  those  which  are  difficult  to  write  or  those  which  do  not  seem 
perfectly  natural  or  logical. 


child  (of)  God 
children  (of)  God 
children  (of)  men 
church  (of)  England 
church  (of)  God 
church  (of)  Rome 
city  (of)  Boston 
city  (of)  Manchester 
city  (of)  Norfolk 
city  (of)  Norwich 
condition  (of)  things 
constitution  (of)  England 
course  (of)  business 
court  (of)  chancery 
court  (of)  claims 
court  (of)  justice 
fear  (of)  God 
freedom  (of)  speech 
good  many  (of)  them 
house  (of)  God 
house  (of)  prayer 
in  point  (of)  fact 
in  the  presence  (of)  God 
Jesus  (of)  Nazareth 
kingdom  (of)  Christ 
kingdom  (of)  heaven 
kingdom  (of)  this  world 
kingdoms  (of)  this  world 
laws  (of)  God 
laws  (of)  life 


laws  (of  the)  land 

from  us 

liberties  (of  the)  people 

take  us 

homes  (of  the)  citizens 

after  us 

circumstances  (of  the)  case 

among  us 

every  part  (of  the)  world 

before  us 

freedom  (of  the)  people 

behind  us 

freedom  (of  the)  press 

bring  us 

gentlemen  (of  the)  jury 

for  us 

history  (of  the)  world 

give  us 

liberty  (of  the)  press 

let  us 

member  (of  the)  bar 

near  us 

members  (of  the)  bar 

over  us 

one  (of  the)  best 

receive  us 

one  (of  the)  most 

remember  us 

one  (of  the)  worst 

thank  us 

through  us 

(from)  church  (to)  church 

under  us 

(from)  city  (to)  city 

assesses  us 

(from)  day  (to)  day 

chooses  us 

(from)  door  (to)  door 

excuses  us 

(from)  end  (to)  end 

exposes  us 

(from)  hour  (to)  hour 

induces  us 

(from)  man  (to)  man 

refuses  us 

(from)  moment  (to)  moment 

rejoices  us 

(from)  month  (to)  month 

surprises  us 

(from)  ocean  (to)  ocean 

against  us 

(from)  point  (to)  point 

amazed  us 

(from)  side  (to)  side 

aroused  us 

(from)  tower  (to)  tower 

authorized  us 

(from)  town  (to)  town 

blessed  us 

146 


FINAL   APPENDAGES,   HALVING,   PHRASING 


we  are  never 

we  are  known 

we  are  right 

we  are  then 

we  are  in  this 

we  are  ready 

we  may 

we  may  also 

we  may  always 

we  may  have 

we  may  go 

we  may  never 

we  may  perhaps 

we  may  probably 

when  we  may 

we  will 

we  will  ask 

we  will  be 

we  will  become 

we  will  call 

we  will  do 

we  will  find 

we  will  have 

we  will  have  none 

we  will  have  taken 

we  will  judge 

we  will  know  that 

we  know 

we  know  not 

we  know  nothing 

we  know  one  thing 

we  know  tliat 

we  know  that  vou  are 

we  know  that  you  can 

we  know  the  most 

we  know  them 

we  know  this 

we  know  we  have 

we  know  we  mav 


we  know  we  must 
we  know  we  were 
we  know  where  we  are 

am  not 

I  am  not 

I  am  not  to  leave 

are  not 

are  not  known 

are  not  asked 

which  you  are  not 

if  you  are  not 

I  do  not  know 

I  do  not  now 

I  do  not  think 

I  do  not  say 

we  do  not  ask 

we  do  not  know 

we  do  not  say 

we  do  not  think 

we  are  not 

we  are  not  to  leave 

we  are  received 

we  are  recognized 

we  are  not  many 

will  not 

will  not  ask 

will  not  be 

will  not  become 

will  not  have 

will  not  receive 

will  not  say  so 

will  not  make 

I  will  not  say 

I  will  not  ask 

I  will  not  receive 

you  will  not  be 

you  are  not  to  leave 

we  have  not  been 


easier  than 
greater  than 
harder  than 
longer  than  a 
longer  than  the 
more  than 

more  than  necessary 
more  than  enough 
more  than  would  be 
rather  than 
rather  than  ask 
rather  than  make 
rather  than  mention 
rather  than  receive 
rather  than  say 
sooner  than 
sooner  than  required 
sooner  than  risk 

from  their 

from  their  representation 

I  am  sure  there 

I  have  seen  there 

I  know  there  has  been 

I  know  there  have 

if  there  be 

if  there  is 

if  there  has  been 

if  there  has  not 

if  there  is  anything 

in  their 

in  their  discharge 

in  their  interest 

in  their  opinion 

in  their  place 

it  was  there 

may  have  their 

near  there 

never  there 


POSITION   WRITING 


M7 


only  their 

say  there 

say  there  is 

say  there  should  be 

for  there  is 

for  there  will 

for  there  will  be 

when  there  was 

when  their  advantages 


in  regard  (to)  that 
in  regard  (to)  them 
in  regard  (to)  this 
in  regard  (to)  this  one 
in  regard  (to)  your 
in  reply  (to)  him 
in  reply  (to)  it 
in  reply  (to)  many 
in  reply  (to)  several 


in  reply  (to)  such 
in  reply  (to)  that 
in  reply  (to)  their 
in  reply  (to)  this 
in  reply  (to)  yours 
in  respect  (to)  him 
in  respect  (to)  his 
in  respect  (to)  one 
in  respect  (to)  these 


POSITION    WRITING  — CONCLUDED 


225.  Rules  for  writing  Words  on  Base  Line.  Heretofore  all  out- 
lines have  been  written  in  the  position  of  the  only  vowel  in  the  word, 
or  in  the  position  of  the  accented  vowel  if  the  word  contained  more 
than  one  vowel.  The  following  deviations  from  that  rule  should  be 
carefully  observed  :  — 

Outlines  of  two  strokes,  either  of  which  is  modified  by  a  circle, 
loop,  hook,  halving,  or  doubling,  and  outlines  of  more  than  two 
strokes,  may  be  written  on  the  line,  unless  a  similar  outline  conflicts. 


speech       aTchire         depressed 


manifest 


allopathy        illuminated 


-k-- 


Words  having  like  outlines,  especially  if  they  are  of  the  same 
part  of  speech,  must  be  written  in  the  position  of  their  accented  or 
distinguishing  vowel. 

despised    disposed  effect       affect         voluble       valuable       irritate     rotate 


^ i. 


W\ 


•^^ 


148  FINAL  APPENDAGES,   HALVING,   PHRASING 


In  some  instances  words  of  like  nature  will  have  their  accented 
vowel  of  the  same  place.  Variation  of  the  outlines  is  necessary  in 
such  cases,  but  the  outlines  may  also  be  written  in  position. 

train  turn  Mrs.        misses  garnet     granite    pooT       pure 

1 1>:'..„_^.„....2)...._-..-^....^. 


Derivative  words  are  written  in  the  position  of  the  word  from 
which  they  are  derived,  notwithstanding  a  change  in  the  place  of  the 
accented  vowel. 


perfect    perfectly      imperfectly     ideal    ideality  idealization   local  locality 


.!i3.__..!X^_. 


Some  outlines  of  two  simple  strokes  occur  with  such  great  fre- 
quency that,  their  forms  being  so  familiar,  they  may  be  easily  read  if 
written  on  the  line. 


also 


always  into 

..,c:i .^_ 


loner 


being 


keep 


FOURTF.EXTH    T.IST    OF    WORD    SiGNS 

JVif/iout  J'o7i'els  : 


letter 


matter 


neither  ^ 

another        ^duration     v  possession     ^^^ather 


Coutrartions  : 

reprcpent-  ^^       represent- 


\   objection       \.   subj 


ection 


determination 


determine 


satisfaction      ""^ — ^  information 
phonographic  \    ^^'^'^plionographer    yr   intelligence        ^\    indispensable 


WORD-SIGN   EXERCISES  I49 

EXERCISE  C 

Apply  the  rules  for  position  writing  to  these  and  all  subsequent 
sentences.    Follow  the  phrase  marks  carefully.  See  page  143,  par.  223. 

1.  Every  intelligent  and  =  worthy  student  -  of  =  phonography  and  - 
every  full-fledged  phonographer  shouldsunderstand  -  the  importance  - 
of  =  keeping  up  an=active  interest  in  =  daily  practice,  notwithstanding 
other  duties  which  =  may  =  press  upon  him.  2.  There  =  is  s  a  great  s 
deal  s  of  =  satisfaction  in  knowing  =  that  phonographic  skill  and  intelli- 
gence are  generally  appreciated  and  =  are  =  considered  indispensable 
to  =  the  successful  =  conduct  =  of  =  modern  commercial  enterprises. 
3.  Men  or  women  who  =  are  =  anxious  to  =  live  according  to  =  the  letter, 
rather  =  than  in  =  accordance  with  =  the  spirit  of  =  a  matter,  often  find 
they  have  =  done  more  harm  to  ;  a  good  cause  than  can  ;  be  righted 
again  by  years  =  of  =  faithful  =  and  well-spent  efforts.  4.  Within,  around, 
and  =  above  their  house,  =  the  entire  =  group  =  of  5  buildings  seemed 
enveloped  in  flames,  which  -  were  rapidly  creeping  toward  another 
part  =  of  s  the  =  city,  where  =  none  but  -  the  wealthiest  lived.  5.  From  = 
the  :  information  which  I  =  received  I  =  cannot  determine  which  gentle- 
man called  on  me  first  as  =  the  representative  =  of  ;  the  =  firm  in  =  which  = 
you  =  are  ;  interested,  for  neither  =  of  =  them  gave  =  his  card  to  =  the 
servant  when  =  he  went  out  -  of  =  the  =  door.  6.  The  child  went  toward  - 
the  man  with  determination  in  =  every  feature  and  independence 
in  =  his  manner  ;  but  after  he  =  had  told  =  him  =  his  story  he  acted 
as  =  though  he  felt  =  his  duty  were  done.  7.  "  Taxation  without  repre- 
sentation "  was  -  the  cry  =  of  =  the  =  opponents  =  of  =  the  =  British  in  =  the 
Revolutionary  =  War,  and  none  cared  to  opposes  them  except  =  the 
Tories  and  =  the  subjects; of  =  King  George.  8.  From  all  =  the  informa- 
tion that  =  is  =  in  =  my  possession  I  =  have  come  to  =  view  this  =  subject  as  = 
a  =  matter  =  of  =  personal  =  opinion  alone,  and  I  =  think  I  should  =  not  =be 
called  =  upon  to  =  express  that  opinion  in  =  public.  9.  Whatever  objec- 
tion I  =  may  ;  have  =  had  to  giving  you  possession  ;  of  =  the  *  papers 
I  =  then  held,  has  =  been  removed  by  =  the  statement  =  of  -  several  - 
gentlemen  who=told  =  me  that  -  you  had  =  been  particularly  good  to  = 
this  child.      10.  The    duration  =  of  =  the  =  period  =  of  =  subjection  was 


I50  FINAL   APPENDAGES,    HALVING,    PHRASING 

entirely  too  extended  for  people  who  =  had  won  =  their  independence 
by  s  their  s  own  energy,  and  on  no  account  could  =  they  have  =  been 
induced  to=submit  to  =  such  unequal  representation  in  =  the  General 
Assembly.  11.  In  =  whichever  =  of  =  the  =  foreign  languages  he  speaks, 
I ;  find  =  his  sentences  scarcely  intelligible,  and  I  s  am  =  very  =  particu- 
lar to  5  give  closest  heed  to  =  everything  he  says,  in  =  the  hope  that 
I  =  may  =  not  =  fail  to  comprehend  anything  s  valuable  he  =  may  let  fall. 
12.  The  young  =  gentleman=of  =  whom  I  spoke  was  =  a  =  man  =  of  =  excel- 
lent spirit  =  and  unusual  intelligence,  and  =  his  --  father  was  =  a  gen- 
eral in  =  the  Civil  =  War  and  --  suffered  from  not  less  than  ten 
wounds.  13.  When  twelve  men  agree  on  =  a  verdict,  the  law  =  is  apt 
to  ;  accept  =  their  decision  as  =  final,  except  in  =  cases  where  s  it  =  can  s 
be  shown  that ;  a  bribe  has  -  been  -  taken  by  =  one  or  more  members  = 
of  =  the  =  jury.  14.  If  =  one  =  is  =  disposed  to  s  have  ?  a  ;  mind  of  -  his  s 
own,  or  to  =  stand  alone  in  =  a  =  matter  =  of  ^  principle,  he  will  -  not  find  s 
a  multitude  =  of  =  the  =  people  of  =  this  =  world  in  =  harmony  with  =  his 
views,  as  he  otherwise  might.  15.  Judging  by  accounts  that  =  have 
reached  =  me  in  =  regard  to  =  this  young  -  woman,  I  s  have  =  concluded 
that  she  =  is  =  an  intelligent,  industrious,  =  and  capable  phonographer, 
and  not  =  a  whit  behind  =  the  other  person  whom  s  you  =  mentioned. 


ADDITIONAL    CONTRACTIONS 

226.  List  of  Contracted  "Words  and  Phrases.  There  are  many  outlines 
of  words,  phrases,  and  contractions  which  once  learned  will  save 
the  student  much  time  and  labor. 

Practically  all  of  these  additional  contractions  are  of  great  value 
to  the  student,  for  the  reasons  that  they  either  avoid  an  awkward 
outline  or  are  worthy  of  memorizing  on  account  of  their  frequent 
occurrence. 

Let  the  student  first  see  the  reason  for  the  choice  of  the  outline 
for  the  word  or  phrase  and  observe  how  much  effort  it  saves,  and 
then   practice   it  carefully  many  times. 


i.       District  of 


ADDITIONAL   CONTRACTIONS 
Contractions 

Columbia  \^\^      Pennsylvania^         I.  territory 


151 


North  Carolina 
(^  South  Carolina 


j^  New  York 


mistake 


^/  Nevr  J 


Virginia 
"West  Virginia 


^  may  be 
at  hand 


New  York  City 


mistaken 


v_g. 


United  States 


respect-fully 


merchandise 


company 


passenger 


post-office 


Contracted  Phrases 


order- to  ^  as  well 


^\^    in  receipt-of 


we  are  in  receipt-of 
we  regret  to  say 


at  once 


^^\     in  reference-to 
,~r-  in  regar'd-to 


better  than 


^r^. 


more  than 


we  enclose 


_~\^in  reply- to 
\in  respect-to 


we  remam 


rather  than 


F- 


yours  truly 


"A;n 


free  on  board 


^  in  response-to 

with  reference-to 


yours  very  truly 


/I 


\^/  bill  of  lading 


the  first         \     to  be 


\- 


152  FINAL  APPENDAGES,    HALVING,   PHRASING 

Words  with  Vowels  omitted 


J^  Iowa 


enough 


\,^^  being 
instead 


perhaps 


person 
quality 


Kentucky 


.Connecticut 


V. 


business 


\^.. 


turn 


/1o  Rhode  Island 


earnest 


"  work 


America 


(^J   also 
/'"^  always 


iry 


refer 


r    learn 


necessity 
against 


(^^^  relation 
^/^  railway 


,  among 


many 


^  Misses 


x^-^^}yi\ 


railroad 


mal<e 


Mrs. 


twenty 


take 


further 


likewise 


mto 


keep 


material 


render 


et  cetera  (and  so  forth) 


'enclosure 


ADDITIONAL   CONTRACTIONS 


153 


^ 


whether 


C^.ieM_..!^\i^fim 


month 


■nothing 


better 


•  report 


\/1  yesterday 


\_  iorget-got; 


forgive 


V-—  forego 
v_y]  hundred 


^-^ 


indeed 


heretofore 


N-^  indebted 
.  ,  intend 


seldom 


return 


little 


sometime 


per  cent 


'^^^  between 
credit. 


^    >  method 


article 


EXERCISE  CI  — REVIEW 


/T/TV  1.1 


154         FINAL  APPENDAGES,   HALVING,  PHRASING 


EXERCISE  Cn— REVIEW 


I. 

daze 

II. 

tinge 

21. 

subsection 

31- 

resolutions 

2. 

Danes 

12. 

deafness 

22, 

inscription 

32. 

vaccinations 

3- 

Dave's 

13- 

leaner 

23- 

legation 

33- 

occasional 

4- 

kiss 

14. 

rougher 

24. 

irrigation 

34. 

petitioner 

5- 

cans 

IS- 

potency 

25- 

fiction 

35- 

incision 

6. 

calves 

16. 

devotee 

26. 

restoration 

36. 

impositions 

7- 

shins 

17- 

monstrously 

27. 

adoptions 

37- 

dispositions 

8. 

shaves 

18. 

Spencer 

28. 

expeditions 

38. 

relaxations 

9- 

noon 

19. 

lotion 

29. 

diffusions 

39- 

recessional 

lO. 

knave 

20. 

recitations 

30- 

attentions 

40. 

sensationally 

EXERCISE  cm  — REVIEW 


1.  Esther 

2.  fighter 

3.  litter 

4.  slaughter        8.   tender 


EXERCISE  CIV  — REVIEW 

5.  rafter  9.  wither 

6.  wonder  10.  father 

7.  tinder  11.  weather 


12,  tinker 


13.  fingering 

14.  lingering 

15.  distemper 

16.  cumber 


REVIEW  EXERCISES 


155 


17.  material  23.  diameter  29,  presumption  35.  postscript 

18.  entirely  24.  federal  30.  exemption  36.  pasteboard 

19.  murder  25.  literary  31.  trumped  37.  transitive 

20.  subaltern  26,  literature  32.  function  38.  pertness 

21.  waiter  27.  centered  33.  injunction  39.   suddenly 

22.  deserter  28.  motherless  34.  distinctive  40.  mainly 


EXERCISE  CV— REVIEW 


EXERCISE  C VI  — REVIEW 


1 .  accomplishment  1 1 . 

2.  accompaniment  12. 

3.  self-conquest       13. 

4.  their  conduct       14. 

5.  her  complaint      15. 

6.  incognito  16. 

7.  recognizable        17. 

8.  incompatible       18. 

9.  in  conclusion       19. 
10.  in  consideration  20. 


unconsciousness  2 1 . 
composition  22, 
complicate  23, 

cognitive  24 

reconstruct  25, 
inconvenience  26 
circumstances  27, 
self-assumption  28 
self-confidence  29 
enterprise  30 


introspection  3 1, 
interloper  32. 
magnificent  33. 
countersign  34. 
controversial  35. 
booming  36. 
witching  37. 

sharing  38. 

teachings  39. 
takings  40. 


longings 

casings 

packing-the 

guiding-the 

filing-the 

knowing-the 

kingship 

deaconship 

flexibility 

posterity 


156  FINAL  APPENDAGES,   HALVING,    PHRASING 

EXERCISE  CVn  — REVIEW 


-\L:-ts.-^- 


„.<K>-./»3a_. 


!...^..£:^...^.J.„Lj.-/^.„s,. 


.^A..-.^^- 


EXERCISE  C VIII  — REVIEW 


1.  shut 

2.  shuts 

3.  mount 

4.  mounts 

5.  grants 

6.  blunts 

7.  insult 

8.  contained 

9.  boat 

10.  toads 

11.  dates 

12.  dazed 

13.  pats 

14.  past 

15.  coats 

16.  coast 

17.  pounds 
iS.   pounced 


19.  cod 

20.  diet 

21.  biter 

22.  robbed 

23.  prayed 

24.  dedicate 

25.  petitioned 

26.  painted 

27.  heaved 

28.  roofed 

29.  cleft 

30.  crowned 

31.  cleaned 

32.  craft 
33-  prints 

34.  plants 

35.  drifts 
^6.   clefts 


37.  around 

38.  thread 

39.  cried 

40.  sneered 

41.  strut 

42.  prod 

43.  adequate 

44.  waned 
45-  gagged 

46.  locked 

47.  screened 

48.  seclude 

49.  sprint 

50.  splint 

51.  strained 

52.  sojourned 

53.  sprints 

54.  splints 


55.  lagged 

56.  vacate 

57.  lodged 

58.  numbed 

59.  flowered 

60.  warmed 

61.  annotated 

62.  delighted 

63.  herded 

64.  cogitated 

65.  seeded 

66.  obeyed 

67.  moaned 

68.  frittered 

69.  wandered 

70.  nodded 

71.  shunted 

72.  rotated 


SPEED   PRACTICE  157 


SPEED-PRACTICE   LETTERS 

227.  Speed-Practice  Letters  6  and  7.  The  following  letters  should 
be  practiced  faithfully,  in  accordance  with  the  directions  for  previous 
speed-practice  letters,  until  a  speed  of  fifty  or  more  words  per  minute 
is  attained.  Each  letter  should  be  taken  from  dictation  in  four 
minutes.  Do  not  fail,  when  practicing  these  for  dictation,  to  com- 
pare them  with  the  corrected  copy. 

The  student  should  not  give  unwillingly  the  time  which  it  takes  to 
practice  these  letters,  for  such  practice  will  have  an  important  bear- 
ing on  future  success.  That  which  is  accomplished  now  will  not 
need  to  be  accomplished  hereafter.  Every  word  the  outline  of  which 
becomes  familiar  by  practice  is  thus  made  a  part  of  one's  shorthand 
vocabulary. 


Nashville.  Tenn. .  April  11.  1905. 
Mr.  Archibald  Henderson. 

Canton.  Ohio. 
Dear  =  Sir : 

In  =  response  to  =  your  =  letter  =  of  =  the  -  9th  inst. .  it  =  gives  me 
great = pleasure  to = grant  your =  request ,  and=I  now  write  giving  an 
expression  ^  =  of  =  my  =  opinion  as  to  =  your  efficiency  in  =  the  position  => 
of = assistant  general  manager = of = the = Danville  water  works  during = the 
last  six  years.   I  ™  =  am  =  pleased  to  say  =  that  in  professional  training, 
general  education,  and = personal = character  I =  found  you  magnificently 
equipped  to  =  render  valuable  aid  in  =  all  phases '^  =  of  =  your  occupation. 

It  = was  =  my  custom,  as  general  manager,  to  intrust  to  = you  for  exe- 
cution many  =  of  =  the  =  most  important  =  matters  of  =  our  service ,""' includ- 
ing =  the  supervision  =  of  =  the  =  force  =  of  =  men.   In  =  this  capacity  you 
displayed  such  gentlemanly  self-control  and = were  so  quick  to = recognize 
true  worth  in '"  =  the  employees  that = you  soon  gained  their  friendship 
without  any  display = of = hostili ty  on =  their=part .   In = discharging  your 
duties  you  =  gave  evidence » of = technical '™  ability  andean  excellent 
knowledge = of = human = nature,  while  your  great= energy « and  constant 
desire  to = oblige  your  superiors  were  most  noticeable. 

I  =  shall  always  "^  =  be  deeply  interested  in  =  hearing  f rom =  time  =  to  = 
time  of  =  your  progress ,  which  I  =  assuresyou  I  = believe  you  deserve  and  = 
are  bound  to  achieve.*''" 

Yours  truly. 

WILLIAU  F.  DEVIME. 


158  FINAL  APPENDAGES,  HALVING,  PHRASING 

Philadelphia,  September  5.  1905. 
Mr.  David  Schreiner, 

General  Superintendent, 
Roanoke,  Va. 
Dear  =  Sir : 

I  =  am=  in  =  receipt  =  of  »your  favor  =  of  =  September  3d,  =  containing  your  = 
condensed  balance  sheet  =  and  statement  =  of  =  expenses  =  connected  with 
tempering  your  steel  output''  during =  the  last  business  year.   I  =  always 
appreciate  having  =  such  figures  furnished,  as  =  i t  enables  me  to  compare 
them  with  similar  facts  from  = other  establishments'^  under  my  supervi- 
sion. I  =  have  =  carefully  =  compared  =  the  figures  forwarded  to  me  by  Pitts- 
burg  =  and  Denver,  and  =  find  that = you  =  are  =  considerably  higher=than 
either '■'''=  of  =  them.  I  =  presume  that  =  this  =  is  largely  due  to  =  the  increased 
expenses  that  =  you  have  labored  under  ever  =  since  your  =  plant  was  par- 
tially destroyed'"*'  by  =  the  tornado.   I  =  do  =  not  suppose  that  =  you  =  will- 
fully recover  from=thi3  additional  cost  f or  =  more  =  than  =  a  year.   Do  = 
not  allow  yourself '-"'  to  =  grow  discouraged  on  =  this  =  account .   We  =  know  = 
the  circumstances  in;  the  =  case,  and  =  shall  =  not  -  fail  to  =  make  =  allowance 
when s  we  =  consider  your  expenses.'™ 

I  =  trust.  however,  that =  you  =  will  =  be  = as  enterprising  =  and  econom- 
ical as  =  possible,  without  interfering  with=the  quali  ty  =  of  =  the  =  prod- 
uct of  =  your  ^  mill .   I  f''''=  you  ;  are  =  compelled  to=make  =  a  reduction  =  of  = 
ten  per=cent  in=the  pay  of=your  help,  we=will  stand  by=you  through 
any  trouble.-'^ 

Yours  =  very  = truly , 

FRANCIS  G.  PENDBXTER. 

228.  Speed-Practice  Matter  3.  Practice  as  before  on  this  selection, 
and  then  have  it  dictated  in  four  minutes. 

Samuel  Morse,  f rom  =  his  first  experiment  with  =  the  electric  tele- 
graph in  1835  till  =  his  experimental  essay  in  1844,  struggled  hard 
against  ol:)stacles  =  and  indifference,  with'-^  scanty  =  means,  for  nine 
years.  The  Congressional  session  =  of  ;  1842-43  was  =  a  memorable; 
one.  On  =  the  -  last  night  he  waited,  almost  without  hope,  and''"  =  left  = 
the  House  =  of  =  Representatives  discouraged  =  and  poor,  reduced  to  = 
Ills  last  dollar.  He  =  retired  to  bed  after  arranging  for  -  his  departure 
home  -  the  next ' '  day.  On  =  the  =  morning  of  =  that  =  day,  March  4th, 
1843,  he  =  was  startled  by  =  the  announcement  that,  in  =  the  =  midnight 
hour  ;  of  -  the  =  expiring  session, ^"'^  =  Congress  had  voted  to  =  place  at  = 
his  disposal  thirty  thousand  ;  dollars  for  =  his  experimental  essay. 

Many  of  =  us  still  =  remember  =  the  first  line  from  Washington  ^^^ 
to  Baltimore,   when  =  the   practicability  and  utility  =  of  =  the  ;  electric 


SHORTHAND   PENMANSHIP   EXERCISES 


159 


telegraph  were  demonstrated  to  =  the  world.  The  ocean  telegraph, 
bringing  two  continents  into  almost  instant  s^®°  communication,  is  =  a 
triumph  =  of  -  scientific  skill,  a  5  monument  =  of  5  enterprise  and  =  faith 
in  i  human  capability,  an  =  evidence  =  of  ;  persevering  determination  in 
overcoming  5  the  most  '^'^  discouraging  obstacles. 

All '  honor  to  =  the  men  -  who,  through  discouragements  and  =  failures, 
by  =  their  indomitable  perseverance  bore  so  honorable  a  =  part  in  s 
that  great  enterprise.^""  From  Platform  Echoes,  by  John  B.  Gough. 


SHORTHAND    PENMANSHIP    EXERCISES 

229.  Exercises  on  Final  Hooks  and  Halving.  Carefully  practice  these 
combinations  of/-  and  «-hooks  with  straight  strokes.  Avoid  a  jerky 
style  of  writing. 

F-    AND    N-HOOKS    ON    STRAIGHT    STROKES 


F-HooKS  ON  Straight  and  N-Hooks  on  Curved  Strokes 


These   combinations   are  given  to   emphasize   the   fact   that  the 
/hook  cannot  be  written  on   curved  strokes. 

F-,  N-,  AND  Shun-Hooks 


As  you  practice  these  /,  ;/-,  and  shu7i-)\ooV.s,  sound  each  as  it  is 
written.  Do  not  fail  to  practice  each  until  it  can  be  written  easily 
and  with  a  flowing  motion. 


l6o         FINAL  APPENDAGES,   HALVING,   PHRASING 
Shun-  and  Se-Shun-Hooks 


..c:G5_e,. 


This  exercise  is  given  to  help  emphasize  the  difference  between 
the  shim-  and  se-shun-\iooV.%.  Sound  each  as  it  is  written.  Make  the 
j--circle  somewhat  long  and  flat. 

Halving,  Shun-  and  Se-Shun-Hooks 


ISTT^. 


^^-r^.\^..- 


In  practicing  these  combinations  under  the  halving  principle,  be 
sure  to  sound  before  the  combination  which  follows  it  the  tuh  or  duh 
which  is  added  by  halving. 

230.  Review  of  Shorthand  Penmanship  Exercises.  If  the  student  has 
not  yet  developed  an  easy,  smooth,  rapid,  and  flowing  style  of  writing, 
it  would  be  well  to  take  some  spare  time  to  practice  all  the  penman- 
ship exercises  of  the  parts  from  Part  II  through  Part  V.  Such  a 
style  is  worth  all  the  effort  that  it  costs  to  secure  it. 


\  up  01 


.J_ 


Review  List  of  Signs 


within 
(j   then, 


than 


opinion 
none 


men 
man 


^    behind 


J   did  nob 
J   do  not 


i-^'^ 


^—^    women 
^-^     woman 


J  had  not 
cannot 
account 


WORD   SIGNS 


l6l 


^/  general-ly 

n 

twelve 

y  gentlemen 

^  gentleman 

^   ran 

y^^  alone 

^^  mind 

5   gone 

5   again 

\,  belief-ve 

^  world 

\j  above 

p   told 

^  went 

whatever 

/o  child 

c_    quite 

CL_   called 

<\  spirit 

^    whichever 

fX   particular-ly 
c\   part 

^/\  independent-ce 

,   ,  -,  cave 

"^   opportunity 
q     toward 

■^    intelligent 

Vo   often 

V       phonography 

^    accord-ing-ly 
^    cared 

-P    notwithstanding 

^-^      rather 

determination 

^\.  representative 

(         letter 

vj?   information 

1    determine 

neither 
V^__^/  another 

\    objection 

V            phonographic 

^ — ^  matter 

7 

\    subjection 

l    ^^  phonographer 

0    duration 

r 

■'    satisfaction 

>^  intelligence 

^/\j  representation 

J 

s     possession 

\   indispensable 

l62  FINAL  APPENDAGES,   HALVING,   PHRASING 

CHOICE    OF    OUTLINES 

231.  Many  Outlines  Possible.  One  Best  Outline.  As  thirteen  of 
the  twenty-six  strokes  of  the  alphabet  have  each  had  one  or  more 
substitutes  introduced  for  the  sake  of  abbreviation  {ruh,  ur,  luh,/uh, 
ifuh,  and  tin  having  hooks ;  tuh  and  duh  having  the  halving  prin- 
ciple ;  suh  and  zuh  having  the  circle  ;  wuh  and  yuh  having  the  semi- 
circles ;  and  huh  having  the  tick  and  dot),  it  follows  necessarily  that 
there  may  be  several  ways  of  writing  many  outlines  for  words.  There 
may  be  several  ways,  —  some  right  ways,  but  only  one  best  way.  The 
principles  on  which  a  choice  of  outlines  is  made  are  as  follows :  — 

(i)  The  outlines  of  all  primitive  words  should  be  used  as  the 
basis  for  derivative  words,  unless  an  outline  results  which  is  difficult 
to  write  at  a  rapid  rate. 

cozy  cozier   coziest   coziness   cozily   fine   finer   finest  finery  finely 


not 


moderate     immoderate        moderately    script  scriptural    unscriptural 


This  rule  cannot  always  be  followed,  and  should  not  be  if  a  loss  of 
speed  or  legibility  results.    Notice  some  of  the  following  derived  words. 

rust      rusty      rustier      pa-stor      pastorate      pastoral    ■  ship      shippef 


shut    shutter     water     watered    dust    dustless     dustier        dustlessness 
I 


A....i: h i: Jtnf- 


CHOICE   OF   OUTLINES 


163 


(2)  The  outlines  for  primitive  words  should  be  chosen  for  their  easy 
execution  in  rapid  writing  rather  than  for  mere  brevity  of  outline. 

dirty     chandler      infirm          virtue      ureirtal     dignify      Martin      ttiunieipal 
'^^  not  fc--*..^-^;-  - 

.3... 


-1 


The  following  suggestions  are  made  in  order  to  aid  in  the  use  of 
the  foregoing  principles  :  — 

a.  Secure  acute  angles  whenever  possible,  avoiding  obtuse  angles, 
clinic       dingy       French     planet      emphatic        vacate       turnip        forward 


b.   Secure    flowing   outlines  whenever   possible,    avoiding   abrupt 
or  unnecessary  checks  to  the  hand. 

warranty        Tange        infirmary       immensity       Canada     cringe        mantle 

tiot 


.^^ 


3 ...j: 2. 


c.  Secure    perfect   hooks  whenever  possible,  avoiding  imperfect 
hooks. 

panic         Juniata      dinner       joiner      tonic         sojourner   plainer    sCrainer 

t     -^     [^- g V--t- 


not 


f K--<- -X^ ^ ^ 


l64  FINAL  APPENDAGES,   HALVING,   PHRASING 

d.   Secure  outlines  in  which  the  straight  strokes  are  kept  straight 
whenever  possible,  avoiding  the  use  of  two  hooks  written  with  similar 
motion, 
guarantee  grange  branch    superintend    screener      Bmner     springeing 

/  not  fJ  / 

-"^•----'^- -> -^ '^ -V-;> 

232.  Determining  the  Best  Outline.  It  should  be  borne  in  mind 
that  an  outline  which  might  be  easily  written  and  read  when  written 
slowly  may  be  difficult  to  write  or  read  when  written  rapidly.  That 
outline  should  be  chosen  which,  when  it  becomes  distorted  by  very 
rapid  writing,  will  look  most  like  that  for  which  it  was  intended. 
In  order  to  determine  which  is  the  best  outline,  it  may  often  be 
expedient  and  helpful  to  write  very  rapidly  fifteen  or  twenty  times 
any  outline  that  is  thought  to  be  the  best  for  a  word.  If  it  is  easily 
written  and  resembles  closely  the  outline  which  it  was  written  to 
represent,  it  probably  is  the  best. 

233.  Two  Types  of  Phonographers.  The  student  of  phonography 
has  now  had  all  those  principles  which  are  essential  to  success. 
The  so-called  "reporting  principles"  have  not  been  given,  and  are 
not  essential  to  success  in  the  work  of  the  average  student.  All 
students  of  phonography  naturally  divide  into  two  classes  :  those 
who  have  difficulty  with  much  memory  work  and  must  develop 
speed  through  learning  comparatively  few  principles  thoroughly,  thus 
throwing  much  of  the  work  on  a  rapid  hand  ;  and  those  who  have 
excellent  memories  and  can  therefore  master  many  difficult  tasks  in 
the  way  of  numerous  abbreviations,  depending  not  so  much  on  a 
rapid  hand  as  on  shortened  outlines  and  numerous  abbreviating 
principles,  thus  throwing  much  of  the  work  on  an  excellent  memory. 

234.  Taking  up  Reporting  Principles.  For  these  reasons,  and 
especially  because  the  average  student  is  found  to  be  of  the  first 


THE    READING    OF   SHORTHAND  165 

class  rather  than  of  the  second,  it  is  deemed  advisable  to  call  atten- 
tion to  the  fact  that  it  may  not  be  advisable  for  all  pupils  to  do 
the  work  of  Part  VI,  but  immediately  proceed  with  dictation  work  in 
connection  with  the  Appendix.  If  the  principles  of  the  first  five  parts 
are  not  under  perfect  control,  or  the  signs,  in  particular,  are  still 
troublesome,  this  in  itself  is  evidence  of  the  fact  that  the  student  is 
certainly  not  prepared  to  proceed  with  the  more  difficult  work  of 
Part  VI.  Those  who  have  no  trouble  with  either  the  principles  or 
the  signs  of  these  first  five  parts,  and  desire  a  more  abbreviated  style 
of  writing,  need  not  be  deterred  from  proceeding  with  this  work  at 
once,  unless  the  teacher  advises  otherwise. 


THE    READING   OF    SHORTHAND 

235.  Speed  causes  Poor  Outlines.  Assuming  that  the  student,  after 
so  much  drill,  is  able  and  willing  to  write  consistently  according  to 
the  preceding  rules,  there  ought  to  be  no  difficulty  in  reading  short- 
hand notes ;  but  the  natural  effect  of  an  increase  of  speed  is  either 
to  confuse  the  mind  or  render  the  hand  incapable  of  executing  the 
outlines  as  they  would  be  executed  if  deliberation  were  possible. 

236.  Smooth  Style  of  Reading.  Obviously,  nothing  need  be  said 
about  those  outlines  which  can  be  easily  read,  except,  perhaps,  that 
the  student  should  endeavor  to  avoid  a  jerky,  spasmodic  style  of 
reading.  Better  read  all  portions  of  a  selection  slowly  than  read 
some  parts  rapidly  and  then  halt  or  stop  to  puzzle  on  others.  The 
impression  on  the  mind  of  the  dictator  would  then  be  favorable. 

237.  Reading  the  Difficult  Words.  It  is  deemed  advisable  that  some 
hints  be  given  to  the  student  as  to  the  method  of  procedure  in  those 
cases  where  a  word  or  words  cannot  be  read  at  a  glance.  The  fol- 
lowing method  has  been  thoroughly  tested  and  found  satisfactory  :  — 

(i)  Sound.  Carefully  sound  each  element  of  the  outline.  If 
properly  written  and  sounded,   this  should  give  the  word  at  once. 


l66  FINAL  APPENDAGES,   HALVING,   PHRASING 

(2)  Look  ahead.  Read  ahead  a  few  words.  A  hasty  glance  of 
this  sort  often  reveals  the  secret. 

(3)  Get  the  context.  Read  the  preceding  clause  or  sentence, 
sound  the  troublesome  outline  quickly,  and  read  the  subsequent 
words  of  the  sentence.  This  method  gives  the  context  and  should 
result  satisfactorily. 

(4)  Is  it  a  sign  ?  As  the  difficult  word  may  be  a  sign  word,  the 
student  should  now  determine  whether  this  is  the  case  or  not. 

(5)  Is  it  a  phrase?  The  outline  under  consideration  may  be  a 
shorthand  phrase.  If  this  is  the  case,  the  first  word  of  the  phrase, 
if  not  all  the  words,  will  probably  be  a  word  sign,  and  it  should  be 
easily  read. 

(6)  Is  there  a  mistake?  If  the  foregoing  plan  has  not  revealed 
the  word,  some  mistake  has  probably  been  made  when  it  was  written. 
To  determine  whether  this  has  been  the  case  is  a  somewhat  long  and 
tedious  process.  The  student  should  imagine  the  straight  stroke 
to  be  curved  or  the  curved  stroke  to  be  straight  ;  the  light  stroke 
heavy  or  the  heavy  stroke  light ;  hooks  and  circles  should  be  sounded 
as  if  on  the  opposite  side  ;  half-length  strokes  should  be  sounded 
as  full-length  or  double-length ;  full-length  strokes  regarded  as  half- 
length  or  double-length. 

(7)  Vowels.  If  there  is  any  hint  as  to  a  vowel,  it  should  now  be 
carefully  considered.  In  many  cases  the  first  or  last  stroke  of  a 
word  suggests  a  single  or  a  double  vowel  preceding  or  following  that 
portion.      All  this  should  be  weighed. 

(8)  Position.  The  last  hope  of  getting  the  word  rests  on  the 
position  it  occupies.  Every  vowel  suggested  by  the  position  should 
be  tried,  both  before  and  after  the  stroke. 

(9)  Synonym.  If  success  has  not  yet  been  achieved,  the  student 
should  carefully  read  the  context  and  insert  a  synonym  for  the 
troublesome  word  or  words.     Use  common  sense  in  its  selection. 

(10)  Ask  the  dictator.  When  all  the  above  have  failed,  and  not 
until  then,  ask  the  dictator,  whether  teacher  or  employer,   kindly,  to 


THE   READING   OF   SHORTHAND  167 

supply  the  needed  aid  ;  but  do  not  allow  this  to  happen  often,  if  you 
expect  to  have  either  teacher  or  employer  regard  you  as  a  stenographer. 

238.  Perseverance  Necessary.  The  above  plan  demands  patience, 
perseverance,  and  painstaking  care,  but  if  it  is  carefully  and  per- 
sistently followed,  practically  everything  can  be  read. 

239.  Synopsis  of  Rules.  In  order  to  aid  the  student  in  applying 
these  rules,  a  brief  synopsis  is  here  given  which  may  be  memorized 
and  easily  followed. 

1.  Sound.  6.  Possible  mistake. 

2.  Look  ahead.  7.  Hints  as  to  vowels. 

3.  Read  context  and  sound.  8.  Position. 

4.  Word  sign.  9.  Synonym. 

5.  Phrase.  10.  Ask  dictator. 

240.  The  Value  of  Word  Signs.  The  student  should  not  fail  to 
place  a  proper  value  on  word  signs.  Those  which  are  given  in  the 
long  tables  which  follow  have  been  chosen  either  because  they 
represent  words  of  frequent  usage  or  because  an  awkward  or  con- 
flicting outline  is  thus  avoided. 

To  appreciate  the  value  of  these  word  signs,  it  will  be  found  profit- 
able to  take  a  selection  from  almost  any  book,  magazine,  or  paper 
which  is  not  too  technical  and  place  in  one  column  a  mark  for  each 
word  which  has  not  a  sign,  and  in  another  a  mark  for  each  sign 
word.  A  count  of  the  two  will  probably  reveal  a  great  argument  on 
the  value  of  learning  them. 

Having  observed  the  value  of  these  signs,  determine  that  they 
must  be  mastered,  one  and  all,  at  any  hazard.  By  the  use  of  a 
piece  of  heavy  paper  to  cover  first  the  word  signs  and  then  the  sign 
words  while  the  word  or  sign  is  recalled,  an  excellent  mental  drill 
may  be  used  to  good  advantage.  A  thorough  written  drill  is  also 
needed.  These  signs  should  be  reviewed  every  week,  until  they  all 
are  perfectly  farniliar.  Unless  a  sign  is  as  familiar  as  one's  name, 
it  is  a  hindrance,  as  it  causes  hesitation.  One  cannot  afford  not  to 
know  them  at  all  ;   one  cannot  afford  to  know  them  vaguely. 


l68  FINAL  APPENDAGES,    HALVING,    PHRASING 

An  Alphabetic  List  of  all  Signs 


A 
a 

already,  awe-c 

1 

article 

belong-ed 

\ 

able 

s 

also 

n 

as 

o 

better 

..S^. 

about 

always 

r^ 

at 

between 

\y 

above 

\, 

am 

aught 

/ 

beyond 

rt 

accord-ing- 

h: 

America 

B 

business 

\, 

account 

/ 

among 
an 

.^ 

bank 
bankrupt 

\ 

but 

.  1 

acknowl- 
edge 

C 

advantage 

/ 

and 

be 

\ 

call 

c . 

after 

..-*^_  . 

another 

because 

n 

called 

<- 

again 

answer 

^ 

been 

N 

came 

against 

any 

^ 

before 

can 

ago 

anybody 

^ 

behind 

>s 

cannot 

- 

all 

\ 

appear 

N 

being 

\^ 

capable-ility 

\ 

alone 

r  ' 

are 

belief-ve 

\> 

care 

j 

ALPHABETIC   LIST   OF   SIGNS 


169 


D 


done 


every 


.!^. 


cared 


danger 


> 


do  not 


eye 


dear 


duration 


I- 


change-d 
character 


December 


L. 


during 


fact. 


determine 


February 


character  - 
istic 


determin- 
ation 


each 


filTTl 


child 


/> 


did 


earnest 


first 


..0... 


did  not 


either 


follow-ed 


commer- 
cia[-lj^_ 


differ-ed- 
ent-ence 


enclosure 


for 


difficult- 


England-ish 


forego 
forget-got 


company 


disadvan- 
tage 


-} 


enough 


_:^.. 


Connecticut 


District  of 
Columbia 


establish- 
ed-ment 


-k- 


forgive 


could 


do 


from 


credit 


dollar 


et  cetera 


fully 


I/O  FINAL  APPENDAGES,  HALVING,   PHRASING 


fuller 


G 


^hadnofc 
half 


.V^- 


how 


however 


.^. 


influence 


influenced 


v>_^ 


gave 

general -ly 


hand 


J.. 


has 


hundred 
I 


.Vr^. 


influential- 


information 


vj? 


gentleman 
gentlemen 


have 


.^ 


V. 


instead 


4 


he 


immediate- 


intelligence 


Z. 


get 


held 


important- 


intelhgent 


.^._- 


give-n- 


hence 


impossible- 

ility 
UTipiove--ed- 

ment 


^>> 


gone 


heretofore 


intelli^ble 
intend 


< 


good 
got 


him 


indebted 


_.^.. 
^--1 


1 


his 


indeed 


.:i. 
..^. 


great 
II 


hold. 


independ- 
ent-ce 


_r^. 


Iowa 


holy 


indiscrimin- 
ate 


irregular-ly 


had 


hope 


indispens- 
able 


.:^. 


ALPHABETIC   LIST  OF  SIGNS 


171 


it 


Its 


J... 

L 


J[aivuar^ 
just 


^eep 

Kentucky 

kingdom 


let 


letter 


likewise 


little 


.lojisr 

Lord 


M 


machinery 


made 


(^^ 


many 


Massachu- 
setts 


material 


matter 


may 


merchan- 
dise 


method 


.2. 


^^ 


month 


most 


.„/;:?=)  .^ 


Mr. 


Mrs'. 


^"b 


much 


must 


my 

IT 


know 


knowledge 


magazme 


might 


nature 


:7' 


make 


mind 


<i.^ 


..^Ti. 


large 


J  earn 


/ 


mannifac- 
ture-d 


manuscript 


Misses 


mistake 


._2).. 


necessary 


necessity 


^.. 


mistaken 


^r 


neither 


172  FINAL  APPENDAGES,    HALVING,    PHRASING 


neverthe- 
less 


New  Jersey 


November 


number 
O 


^  other  r\ 


.:rL 


other 
ought 


perhaps 


person 

phonography 
phonogra- 
pher 


New  York 


object 

objection 


> 


phonograph 


New  York 
Citj 


r 


=> 


pleasure 


of 


owe-d 


possession 


.2. 


often 


post-office 


nobody 


oh 


Ohio 


'i.^ 


North 
Carolina 


only 


.c^. 


particular- 
part 


peculiar-ly- 

ity 


Pennsylva- 
nia 


practicable- 
ility 


passenger 


->■ 


practice-ical 


principally 


principle 


probable-y- 

ility    ^ 


nothinj: 


opinion 


notwith- 
standing 


^ 


opporlun- 

...... ii);_-_. 


people-d 
per  cent 


pul^lic 


./' 


purpose 


ALPHABETIC   LIST   OF   SIGNS 


173 


remember- 
ed 


A 


South 
Carolina 


.X. 


quality 
quite 


.::i. 


(^^ 


render 


seemed 


spirit 
subject 


report 


seen 


> 


R 


represent- 
ed 


seldom 


subjected 
subjection 


railroad 


railway 


c^ 


representa 
tion 


several 


L. 


^^^^    represent - 


shall-t 


such 


rapid 


respect- 
fully 


should 


suggest 


Z- 


rather 


return 


similar-ly 


read 


Rhode 
Island 


A. 


sure-ly 


.1. 


real-ly 


surprise 


refer 


said 


regular-ly- 
..      ity___ 


satisfaction 


somebody 


.^r^. 


take 


.L 
..L 


relation 


remark -ed 
ably 


satisfacto 


<r^ 


'7 


satisfy  ied 


1^- 


sometime 


somewhat 


tell 


174         FINAL  APPENDAGES,   HALVING,  PHRASING 


territory 

yT... 

thought 

( 

two 

V..- 

w 

than 

c 

thousand 

-_    /-  _. 

U 

was 

) 

thank- ed 

.._/  . 

three 

under 

..%•  .. 

way 

"> 

that 

( 

till 

p 

United 
States 

..^Q.^ 

we 

c 

the 

• 

time 

unless 

.Si^.. 

well 

r 

their 

) 

to 

until 

r\ 

went 

them 

( 

together 

up 

\ 

were 

c 

then 

c 

told 

r 

upon 

\ 

West 
Virginia 

\ 

there 

) 

too 

_  \ 

use    Cn') 

.— V- 

what 

> 

3 

thing 

toward 

1... 

use  cv) 

J 
.V-- 

whatever 

i 

think 

( 

truth 

r 

usual-ly 

whatsoever 

this 

c 

turn 

\^ 

V 

when 

V 

those 

...(.- 

twelve 

~\ 

very 

"^  ■ 

whensoever 

M^ 

though 

-(- 



twenty 

...L. 

Virginia 

y 

where 

-.C<^_ 

STANDARD   SELECTIONS   IN   SHORTHAND 


^75 


whereso- 
ever 

^ 

with 

c 

w^ord 

.-.r\.... 

yesterday 

^ 

'whether 

'^ 

within 

c 

work 

r/ 

yet 

which 

/ 

without 

( 

world 

you 

whichever 

/ 

woman 

-.(T^.. 

would 

p 

young 

N,^    . 

who 

JL... 

women 

cr^ 

Y 

your 

r 

whosoever 

...^.... 

won 

ye 

u 

yours 

r 

will 

See  page  216  for  additional  signs. 
STANDARD    SELECTIONS    IN    SHORTHAND 


241.  Standard  Selections  for  Reading.  The  ten  pages  of  choice 
selections  which  follow  were  chosen  from  national  sources  and  should 
commend  themselves  as  appropriate  selections.  They  should  prove 
not  only  useful  but  instructive  and  inspiring. 

The  instructions  for  reading  shorthand,  and  particularly  the  hints 
for  reading  the  difficult  words,  should  be  most  faithfully  followed 
when  reading  these  selections.  To  read  every  word  with  no  aid  but 
these  hints  and  perseverance  would  be  a  long  step  in  the  right  direc- 
tion. The  successful  student  will  have  many  a  battle  alone  with 
words  which  are  difficult  to  read  ;  learn  the  secret  of  victory  in  this 
work. 

These  selections  may  also  be  used  with  profit  as  writing  exercises. 
They  may  be  practiced  repeatedly  and  carefully,  and  then  might  be 
attempted  from  rapid  dictation. 


176  FINAL  APPENDAGES,   HALVING,   PHRASING 


.crfc?.. 


/  //        //     // 

L..L.i!/.-r.(..i^« 


4( 


^^ 


( 

x: .\. 


(A 


t 


.L. :z.. 


1 
-U 


( 


^^-1 


\ 


i^ 


')1 


\ 


.^c 


..^ b-X.K>x 


Y-.-f'-'^-xxx: 


STANDARD   SELECTIONS    IN    SHORTHAND  177 


2  .4?.s^ 


.....!::^..:^..p.:r:..:rfz..L..-:^i^r.i.:..r.Li^.=^. 


1/8        FINAL  APPENDAGES,   HALVING,   PHRASING 


rr..^ 


*  For  this  and  other  foreign  sounds,  see  page  231. 


STANDARD   SELECTIONS   IN   SHORTHAND  179 


"Vj-W^-^A-v- 


iLx."^  .,J^\^^.s^l>. 


l8o         FINAL  APPENDAGES,   HALVING,   PHRASING 


.t^.~r:^.L,„^l 


\ 


> 


A 


-^-J- 


_:^_ 


^r     X 


V 


■:^. 


^. 


f 


(^ 


-E. 


.V 


17 


.\  -  -  X  -~s <\x  XM:>i. 


c/T- 


-^^■ 


X 


c\ 


\ 


,L. 


<\. 


±A. 


:tV 


.l.,^,z: 


STANDARD   SELECTIONS   IN   SHORTHAND  l8l 


^^--' -^-^-^ — -^ ^ ^ 

..-^^rr^ p.^^_9-..\... .\>..l -V_^. .TTTftr^. 

^  ^     J//  "      >         J^ 


^  <5^      p 

x\^i:2 x— .L 


•v^- 


-y 


('\ 


y'-x.^ 


':^"^  ^ 


..VJ../ 


li 


^_ 


1^- 


^- 


\:: 


V 


l82         FINAL  APPENDAGES,   HALVING,   PHRASING 


.Q.^.._:i — ^-x.. 


n 


.J^^c 


X 


.\, 


Ll.l 


\.__^.:\e..  .?.,  i.li!:.r\ 


\ 


■;)■ 


n- 


<■ 


I  \ 


•  ^  > 


■\-^-) 


\ 


-.P_-6.->>^ XX  XXX 


STANDARD   SELECTIONS   IN   SHORTHAND  183 

' /..--S l.rrrj- n ?__ d.-o-yi^rtrrr?....*^.-— rTrr>...-o.f\Xxxx... 

..(.^ — uy^ji.TTTZ — u- / X..— ^- — ^.r..o.x 


l84         FINAL  APPENDAGES,   HALVING,   PHRASING 

— -V^-^-^ 


Lor 


9s     \ 


>"-|-----'^-^W 


(r> 


v^ 


.x/.C^_ 


T 


2..^..i:.i._^..^  \.l)_.-„ .._-.  ^.  L.:^_L..^..!rl,I 


.?'V^ 


,>^ 


^..— "._lrT..)^..L.X..A3..A 

*  See  page  214,  paragraph^. 


STANDARD   SELECTIONS   IN   SHORTHAND  185 


^o..cr.r.:. 


..e^j- 


:..\.i 


•■( 


•^ 


)4--'--/ 


/\.i 


^■ 


r^ 


» 

1_. 


.^z:\. 


^^^. 


^    ^r\.\ 


^.f5.^.,^.^o0.^1 .^ X.... ......:^.. 

...I .y.s^^. L --a-- y^_.(>..._x._„_\> J!Srrr!.I.^..]_^.....NL 


K 


1% 


^^^ 


^ 


-zL. 


ART 


VI 


REPORTING  ABBREVIATIONS  AND  OPTIONAL  EXPEDIENTS 

242.  Content  of  the  Reporting  Style.  The  reporting  style  consists  of 
(i)  additional  prefixes  and  afiixes,  (2)  omission  of  unimportant  parts, 
(3)  brief  phrasing,  (4)  distinguishing  like  words,  and  (5)  a  treatment 
of  figures. 

These  principles  may  require  most  determined  efforts  on  the  part 
of  the  student   on  account  of  their  arbitrary  character. 

PREFIXES    AND    AFFIXES 


243.   Joined  Prefixes.      Siuf  (.\-circle  joined). 
selfish  self-esteem  self -centered 

.^__^.A__ _____,._5^ .^brd.... 


self-reproach 


Inter,  intra,  enter  (half-length  n  joined). 


interrupt 


introduce 


enterprisingly         entertainment 

i 


Anti,  aute  (half-length  //  joined). 


antiseptic 


antedilu\-ian 


anticyclone 


T^6 


antecedent 


._^. 


PREFIXES   AND   AFFIXES 


187 


244.  Omitted    Prefixes.     Con^   com    (dot   omitted ;     expressed    by 
proximity  to   preceding  word,  if  necessary). 

in  comparison        in  consideration  condition  consult 

^l  L 


X 


Contro,  contri,  contra  (prefix  sign  omitted). 

controversy  contribution  contradistinction         controversial 

--a \) U- --!12 

Circum  (prefix  sign  omitted). 

circumstances  circumstanced  circumflexion  circumvention 


Ex  {k  omitted  before  triple  consonants), 
explicit  extravagant  explore  expression  expletive 

.L...... -.-.V .!i...... 


245.  Joined  Affixes.     Ble,  bl}\  bility  (final  h). 
attainable  responsibility 

4; 


sensibly 


fashionalily 


Tive  (z'-hook). 

respective  legislative 

- ^... 


objective 


corrective 


> 


Ful  (stroke/). 

peaceful  teaspoonful 


handful 


wonderful 


l88      REPORTING  ABBREVIATIONS  AND  EXPEDIENTS 

Ful  (hook/). 

careful  cupful  pitiful  gleeful  joyful 


\ 


Cient,  ciently,  ciency  (final  sK). 

sufficient  proficiently  deficiency  efficiently 

.l_^. .^^_ U. .k_^... 


^^//"(^--circle  joined). 

myself  herself  yourself  hunseOf  thyself 

.C' .::> c. ^ £.. 

Selves  (double  s  joined). 

yourselves  theinselves  ourselves 

c... -_  j; 


---^ 


Is77i  (j'-circle  and  ni). 

mechanism  Buddhism  'Methodism  CaMnism 


Est  (j-Moop  after  half-length  strokes). 

greatest  lightest  amidst  sendest 

d=t : Si? 

246.   Omitted  Affixes.     Bk,  l>Iy,  hility  {b  omitted). 

indispensable  practicability  probability  assembly 

ir.... 


Cy  (stroke  s  omitted  after  ;/-hook). 

persistency  competency  potency  discrepancy 


PREFIXES   AND   AFFIXES  189 

Tial,  tially^  tiation  (omitted  after  «-hook). 

prudential  substantial  inferentially         consubstantiation 

^■■- — ^ ^---■: ^ 

Serve,  served,  servation,    servient,  servience,    serviency  (zA-hook  and 

rest  of  word  omitted). 

reserve  observation  siibservteney  preserved 

....^ ^.r::. _ \^1_ ^^ 

Scribe,  scribed  (b  omitted). 

proscribe  subscribed  inscribe  superscribed 


Ing  {dot  omitted). 

chastising  opposing  rejoining  submitting 


:^ r^.... X.. 


247.  Omitted  Medial  Sounds.     Struction  (k  omitted). 

instruction  destruction  misconstr:uction 

L ( 2L.._ 


1. 


Traction  {k  omitted). 

extraction  subtraction  distraction  protraction 

...-71,. 


t""- v- 


Striictive  {k  omitted), 
obstructive  destructive  constructive  instructive 


\-- ^- 


......1 .L 


Scription  (J>  omitted). 

prescription  proscription  subscription  superscription 

^. ...^^....., 


I90      REPORTING  ABBREVIATIONS  AND   EXPEDIENTS 

Scriptive  (J>  omitted). 

inscriptive  proscriptive  descriptive 

Az=e. 


Faction,  fication  {k  omitted). 
justification  putrifi  cation  purification  Tatifi.cation 


monuments         lodgments/^7 


Ments  («-hook  omitted), 
ornaments  judgments 

---  /■ 

Mental^  mentally  («-hook  omitted), 
ornamental                   regimental                   monumentally                  elemental 
^.,^... ..dj:. ..rWl ^L..... 

Mentary  («-hook  omitted), 
rudimentary  documentary  elementary  segmentary 


EXERCISE  CIX 


Z.::^ L 

1.. 


.^.. 


.^.....X- 


K 


'Z^J.....^ iC^.. 


\ 


PREFIXES   AND   AFFIXES 


191 


EXERCISE  CX 


1.  self-evident  11. 

2.  self-assertive  12. 

3.  self-luminous  13. 

4.  self-made  1 4. 

5.  self-restrained  15. 

6.  self-same  16. 

7.  self-satisfied  17. 

8.  entertain  18. 

9.  interfere  19. 
10.  intercede  20. 


international  21. 
interloper  22. 
interaction  23. 
introspective  24. 
comprehend  25. 
consular  26. 
concentrate  27. 
considerable  28. 
commingle  29. 
concert  30. 


confusion  31. 
controversialist  3  2 . 

circumspectly  33. 

explicable  34. 

extravagance  35. 

experiment  36. 

exclusion  37. 

sensibility  38. 

reprehensible  39. 

fashionable  40. 


accountable 

serviceably 

needful 

disdainful 

baneful 

manful 

doleful 

heedful 

dreadful 

hopeful 


EXERCISE  CXI 


.-^^_ 


\\-\ 


y^..l^...^:^r.:^s^..L^.\^ 


1.  softest  II. 

2.  mightiest  12. 
3. broadest  13. 

4.  tightest  14. 

5.  impossibility  15. 

6.  assemble  16. 

7.  expediency  17. 
8. regency  18. 
9.  exorbitancy  19. 

10.  reverential  20. 


EXERCISE 

substantiation2i. 
prudentially  22. 
preservation  23. 
subjection  24. 
subscribed  25. 
constriction  26. 
restrictive  27. 
receptive  28. 

abstractive  29. 
representative  30. 


cxn 

demonstrative  31. 

retractive  32. 

subtraction  ^^. 

distraction  34. 

sanctification  35. 

petrification  36. 

vilification  37. 

mollification  38. 

habiliments  39. 

raiments  40. 


segments 

supplemental 

instrumental 

experimental 

sedimental 

elementary 

promontory 

fragmentary 

fragments 

instruments 


192     REPORTING  ABBREVIATIONS   AND    EXPEDIENTS 


OMISSION    OF    UNIMPORTANT    PARTS 

248.  Contracted  Outlines.    There  are  many  words  in  which  the  diffi- 
cult or  unimportant  parts  are  omitted. 

249.  Simple  Stroke  Contractions. 


OMISSION  OF   UNIMPORTANT   PARTS                 193 

'^X      omnipotent-ly-ce  \y^\     perpendicular-ly-ity 

omnipresent-ly-ce  /^\           repugnant-ly-ce 

'    ^~^     omniscient-ly-ce  /\         Tepublic 

^y\'    orthodox-y-Iy  \^     languish 

\^y^\^    performed  ance  [^ — ^          democrat'-ic-al-ly-cy 

250.  Contractions  with  Circles  or  Loops. 

aristocrat-ic-al-ly-cy  \^_^     extinct-ion 

J designate-ed-tion  Vn  y^     facetious-ly-ness 

\           episcopal-ly-ian  i.    instinct-ive-ly 

y-^t.      example  ^\          irresponsible -y-ity 

^^    executor  ^ conspicuous-ly-ness 

executrix  /^^   j     celestial 

expect-ed-ation  |>-«^     distinct-ly-ness 

resemble-d-ance  I            despicable-ly-ness 

^■*^\^^    sanctify  I           dyspepsia-tic 

l^m^  extemporaneous-ly  R^^  ^    eccentricity 


194      REPORTING  ABBREVIATIONS   AND   EXPEDIENTS 
_     /_      exchange -d  \/^\o    barbarous-ly-ism 

fastidious-ly-ness  ^—^        „—     magnetism 


J[jJL^   distinguish-ed           _  .         howsoever 

251.  Contractions  with  Hooks. 

congregated  l^_^   tranquil-ly-ity 

aggregate-d  \ o    approximate-ly-tion 


challenge-d  I      director 

collect-ed  I      directory 


.l^'^ 


correct-ed-lvness                              I      develop-ed-ment-al 
. ^ 


criminally  ity-ate-d  ,__p__    agriculture-al-ly 

\^^     delinquent-ly-cy  ■^_^      o         Anglo-Saxon 

'\f^    liberal-ly-ity  "~N,       archangel 

parlianient-ary  I         deform-ed-ity 

mortgage-d  ^^.^-< neglect-ed 


maligiiarit-ly-cy  n  microscope-ic-al-ly 


OMISSION  OF   UNIMPORTANT   PARTS  195 

proper-ly-ty  %,,^        perspicuous-ly-ity 

^/"^  preliminary  ^\       privilege-d 

^\y^  prerogative  %^      prospect-ed-ive 

-^■"'^"^" - Y"^""'- — -■ 

•^■"^"^ — ^"^^ 

/^^^y     relinquish-ed  /''^\o    ''^formation 

y     jurisprudence  /7    legislation 

publisher  \ -,     irrevocable-y 


\  plenipotentiary  ^     jurisdiction 

yy\.     replenish-ed  J      constitutionality 

^-.^//      emergency  L discrepant-cy 

economy-ic-al-ly  I       ^— >.     discriminate-d-ly-tion 


I     contingent-cy  ~~\         irrespective-ly 

J 3     discover-ed-y  /y     ■worshiped 


y/     regenerative  \         publication 

yY      regeneration  ^^        vice  president 


196      REPORTING  ABBREVIATIONS   AND   EXPEDIENTS 
252.  Contractions  with  Half-Length  Strokes. 

Almighty  ^^^/^  perpetual-ly-ated-tion 

^^    individual-ly-ity 
astonish -ed-metit 


antagorritee-d-ist  asm 


indigiTant-ly-ity-tion 


^^   hospita'1-able-y-ity 
f     intellect-ual-ly 

arithmetical-ly 


\ 


advancement 


infimte-ly-ity 
infinitesimaljy 


intiniidate-d-tion 


253.  Memorizing  Reporting  Contractions.  As  nearly  every  contrac- 
tion in  the  preceding;  four  lists  represents  a  word  which  is  both  long 
and  difficult,  the  value  of  memorizing  each  will  surely  be  evident  to 
the  student.  But  this  work  cannot  be  done  in  a  short  time.  It  must 
be  taken  up  again  and  again,  until  each  outline  is  a  part  of  the  stu- 
dent's shorthand  vocabulary.  These  contractions,  nearly  one  hundred 
and  fifty  in  number,  represent  over  three  hundred  words.  The  use 
of  a  contraction  for  a  primitive  word  and  its  principal  derivatives 
will  be   found   perfectly  safe. 


BRIEF   PHRASING  197 


BRIEF  PHRASING  PRINCIPLES 

254.  Principles  of  Regular  and  Irregular  Phrases.  All  that  has  been 
said  in  regard  to  phrasing  is  applicable  to  the  briefest  and  most 
rapid  writing.     It  would  be  well  to  read  those  remarks  again. 

For  the  sake  of  aiding  the  student  in  mastering  this  subject,  phrases 
are  divided  into  two  classes,  regular  and  irregular. 

A  regfular  phrase  is  one  which  follows  some  definite,  consistent,  and 
easily  comprehended  rule  of  usage.  An  irregular  phrase  is  one  in 
which  advantage  is  taken  of  the  fact  that  a  group  of  words  may  be 
expressed  in  some  unique  way,  even  if  there  is  no  definite  underlying 
basis  for  the  method  of  expression. 

255.  Regular  Phrases,  (i)  Adjacent  Circles.  When  a  word  which 
ends  with  a  circle  precedes  a  word  which  begins  with  a  circle,  the 
two  circles  may  be  written  together. 

it-is-said  on  this  side  as  soon  as  there  is  something 

J^_Jl 3r^s^ 


\ f 


his  success  on  this  section         these  circumstances  as  certain 

Q D 


(2)  Unimportant  and  Difficult  Parts  omitted.  In  phrases,  as  in 
words,  unimportant  and  difficult  parts  may  sometimes  be  omitted 
without  seriously  interfering  with  legibility. 

I  depend  upon  you        as  far  as  possible         again  and  again  more  or  less 

T^ .rr^..... 


absolutely^necessarjr.  '^      ^^  ^  ^^^^^  ^^^^^^  it  j^^s  been  said 

-^- — --cL-- 


198      REPORTING  ABBREVIATIONS   AND   EXPEDIENTS  . 

(3)  Restored  Forms.  In  phrasing  it  is  permissible  that  a  word 
be  written  in  other  than  its  regular  form,  in  order  that  it  may  make 
a  part  of  a  good  phrase. 

these  shipments      you  can  only  when  are  you  m  these  parts 


in  that  state      do  you  really  (  you  must  learn  such  as  are 

._J!1.. LZ .v-r^C:^ 


(4)  Abbreviations  given  Word  Values.  Each  of  the  principles  intro- 
duced as  time  savers  in  the  corresponding  style  may  be  used  to  great 
advantage  in  the  reporting  style  by  giving  definite  word  values  to 
each.  These  are  /-,  r-,  ;/-,  ?'-,  w-,  backward  71-,  shun-,  and  se-shuji- 
hooks,  ^-circle,   xZ-loop,  halving  and  lengthening  principles. 

a.  The  1-hook  expresses  loili  and  all. 

it  will        Avhich  will      they  will       at  all     by  all  means         in  all         for  all 

[ Z! ( _ _p "^-?^ .^. L 

b.  The  r-hook  expresses  are,  our,  and,  in  the  third  position,  were. 
whicli  are      they  are        such  are    they  are  not   at  our        in  our     had  our  request 

^_....Z }. _Z D. _. 


Avhich  were  it  Avere  as  it  Avere  they  were  such  were 

") ■/ 


c.  The    n-hook    expresses   oicn,  one,   and,    after   other,    rather,   and 
adjectives  or  adverbs  of  the   comparative  degree,  than. 

our  own        my  own      their  own        her  own       some  one     which  one     every  one 

r^. l/.... _ a) 67^.. ..(Z.. -^ 

another  one  more  than     sooner  than      quicker  than        other  than 

>-'~^- ^  ■ ^- ^-- 3- 


BRIEF   PHRASING  199 

d.  The  v-hook  expresses  of,  have,  and  to  have. 
out  of  each  of        such  of        advantage  of      side  of  come  of 

_„^. /.._ z:....._ /.. t     _ 

which  hawe  said  to  have         hope  to  have  such  have 

/.. C .V ^ 


---V 

e.  The  w-hook  expresses  we  and  with. 

■we  will  we  must  we  request  we  may  we  know 

with  him  with  my  request  with  whom  you  are  -with  me 


f.  The  backward  n-hook  expresses  in. 

in  some            in  some  cases            in  some  respects          in  some  instances 
.'ZCTiv.. .-zcr^^.^- 'zcrx/So .-ac^s^. 

g.  The  shun-hook  expresses  ocean. 

Pacific  Ocean  Indian  Ocean  Atlantic  Ocean  Arctic  Ocean 

-^-        - -         - -- 

//     3 

h.  The  se-shun-hook  expresses  session. 
this  session  winter  session  spring  session  entire  session 


/.  The  8-circle  expresses  is,  his,  as,  has,  and  us  when  final. 

and  his  name  this  is  it  so  as  to  be         as  much  as  possible 


■f V 

'  Ipt  lis       liavp  lis  ^ 


give  us     send  us       '  let  us  have  us      take  us 
_<5_j). iy_ V^ [.__n_ 


200      REPORTING   ABBREVIATIONS  AND   EXPEDIENTS 


/.  The  st-loop  expresses yfrj/. 
at  first  the  first  time        first-class 


my  first 


our  first 


--^- 


.^. 


--'^- - 


k.  The  halving  principle  expresses  //,  ought,  had,  would,  and  to . 
It  after  a  word  sign  or  a  final  straight  stroke  : 
from  it  do  it  have  it  telLit  preach  it        shook  it 

^ L -.<s Q ....^ .J...... 

Ought  after  word  signs  placed  in  the  first  position : 

such  ought  they  ought  there  ought         some  ought         it  ought 

/^  (  ')  ^  \ 


Would  after  word  signs  placed  in  the  third  position : 

such  would  they  would  there  would       some  would         it  would 
-^                              -^  ^  ,5^-  I 

Had  ziltr  word  signs  placed  in  the  third  position: 

such  had  they  had  there  had  some  had  it  had 

y,  ^  ^  -^- 1 

To  after  any  stroke  or  sign  : 
in  regard  to  in  order  to  liable  to  able  to 

^^_ ^ fy, ^ 

/.  The  lengthening  principle  expresses  there  or  their,  they  are, 
other,  and  triple  length  adds  any  of  these  word  values  after  the 
lengthening  principle. 

if  there  for  their  think  there  wish  their     through  there 


so  they  are 


when  they  are 


however       some  other 
^they  are      _   aCTTTT^--- 


no  other 


winter  there        .render  their  enter  their  services 


murder  their 
reputations 


BRIEF   PHRASING 


20 1 


256.  Irregular  Phrases,  (i)  Arbitrary  hi  Character.  Many  of  the 
following  phrases  and  others  as  unique  are  helpful  and,  being  purely 
arbitrary,  should  be  carefully  memorized. 


at  any  time 


my  time 


some  time        her  time 


at  all  events  at  any  rate  at  length  our  text  my  text 

-b 1 b"-- ^ "^ 


■may  be  we  may  be         we  may  be  sure 


we  may  be  requested 


^- 


on  either  hand  > 


on  the  other  hand  oh  the  one  hand. 

cX tJL 


at  hand  at  once      it  seems  to  me        for  instance  more  and  more 


in  such  a  (rase  for  flie  sake  of    under  the  circumstances    in  consequence 


^- ^ --T - ^ 

in  consideration  it  may  as  well        it  is  well  known  House  ot 

a)  I  ^  I  Representatives 


The  thoughtful  student  will  see  that  there  is  no  regular  underlying 
principle  of  omission  or  variation  in  these  phrases.  The  combina- 
tions are  short,  suggestive,  readable,  and  for  that  reason  they  are 
permissible.  In  these  phrases  no  essential  sound  or  necessary  con- 
7iective  H'ord  is  omitted. 

(2)  PJirasing  by  Ititersection.  A  stroke  may  be  written  through  a 
preceding  outline  to  express  some  regular  word.  This  principle  is  of 
great  value  in  writing  titles  of  organizations.  When  the  last  con- 
sonant of  the  preceding  outline  will  not  permit  the  striking  through 
of  the  stroke,  it  may  be  written  beside  it. 


202      REPORTING   ABBREVIATIONS   AND   EXPEDIENTS 


a.   Stroke  k  expresses  company. 
Adams   Express  Co.     Permsylvama  R.R.  Co.     Union  News  Co.  Standard  Oil  Co. 

.--.,,:,,^ ^-...- 


Philadelphia  Gas  Co.     International  Navigation  Co.  Buffalo  Elevator  Co. 

ir\^ 


b.   Stroke  p  expresses  party. 
Labor  Party       Radical  Party      Liberal  Party    Federal  Party  Republican  Party 

- ^\----l,"---^- 


c.   Stroke  t  expresses  committee. 
Finance  Committee     Relief  Committee  Senate  Committee    Naval  Committee 


d.   Stroke  d  expresses  department. 

War  Department     Treasury  Department  Purchasing       State  Department 

^c\  rv  Department 
____._,_ __ _.],__. 

c.   Stroke  s  expresses  society. 
Temperance  Society    Medical  Society    SinL:;in£;  Society  Benevolent  Society 

^^.._..l.  ^  ^       ■ 


/.   Stroke  sh  expresses  association. 

Mutual  Aid 
Christian  Association    Park  .Vssociation  Association         Savings  Association 


I,'. 


-Oj S>- 


REPORTING   PHRASES 


203 


EXERCISE   ON   REPORTING   PHRASES 

257.  The  student  should  seek  for  and  attempt  to  impress  on  the 
mind  the  principle  of  abbreviation  represented  in  each  phrase. 


as  has 

as  has  been 

as  has  been  done 

as  has  never 

as  is  known 

as  is  now 

as  soon  as 

as  soon  as  it  may 

as  soon  as  possible 

has  several 

has  somehow 

has  supposed 

is  as 

is  as  general 

is  as  important 

is  safe 

is  seen 

is  several 

is  somehow 

is  something 

in  his  senses 

in  his  subject 

in  this  city 

it  is  said 

it  is  something 

it  is  seen 

it  is  such 

tliere  is  some 

there  is  some  reason 

tliere  is  something 

this  century 

this  is  done 

this  is  your 


again  (and)  again 
better  (and)  better 
ladies  (and)  gentlemen 
longer  (and)  longer 
lower  (and)  lower 
more  (and)  more 
over  (and)  over 
right  (and)  wrong 
such  (and)  such 
more  (or)  less 
right  (or)  wrong 
two  (or)  three 
at  (the)  present  day 
for  (the)  benefit 
for  (the)  mos(t)  part 
for  (the)  present 
in  (the)  world 
under  (the)  necessity 
it  might  as  (w)ell 
as  (w)ell  as 
as  (w)ell  as  you  may 
it  is  (w)ell  enough 
it  is  (w)ell  known 
it  may  as  (w)ell 
has  bee(n)  able 
has  bee(n)  there 
upo(n)  their 
upo(n)  themselves 
upo(n)  those  who 
]as(t)  December 
las(t)  Monday 
las(t)  month 
mos(t)  beautiful 


mos(t)  important 
mos(t)  reasonable 
mos(t)  sure(ly) 
mus(t)  also 
mus(t)  always 
jus(t)  enough 
jus(t)  now 

it  will 

it  will  also 

it  will  always 

it  will  be 

it  will  bring 

it  will  be  seen 

it  will  be  said 

they  will 

they  will  decide 

they  will  do 

they  will  remember 

they  will  think 

which  will 

which  will  be 

which  will  be  sent 

which  will  be  such 

which  will  become 

which  will  bring 

which  will  embrace 

which  will  never 

by  all 

by  all  means 

by  all  measures 

by  all  persons 

by  all  such 


204 


REPORTING  ABBREVIATIONS   AND   EXPEDIENTS 


for  all  places 

every  one  does 

number  of  names 

for  all  this 

every  one  knows 

number  of  packages 

if  all  this 

every  one  says 

number  of  pages 

if  all  this  is 

every  one  shall  be 

number  of  papers 

if  all  those 

if  every  one  does 

if  all  your 

if  every  one  knows 

hope  (to)  have 

in  all  places 

if  every  one  says 

hope  (to)  have  a 

in  all  such  cases 

send  another  one 

hope  (to)  have  his 

in  all  they 

some  one 

hope  (to)  have  enough 

in  all  we  have 

some  one's 

hope  (to)  have  infor- 

some one  asked 

mation 

they  are 

some  one  was 

said  (to)  have 

they  are  also 

some  one  was  there 

said  (to)  have  infor- 

they are  always 

your  own 

mation 

they  are  certain 

your  own  decision 

said  (to)  have  now 

they  are  no  more 

your  own  judgment 

said  (to)  have  been 

they  are  now 

your  own  knowledge 

said  (to)  have  known 

they  are  right 

your  own  name 

which  are 

your  own  opinion 

in  seeming 

which  are  also 

your  own  position 

in  seizing 

which  are  made 

their  own 

in  selfish 

which  are  meant 

their  own  fault 

in  selling 

which  are  ready 

their  own  position 

in  sermons 

by  our 

in  sleep 

by  our  leave 

which  have 

in  small 

l;)y  our  many 

which  have  become 

in  small  numbers 

by  our  mistake 

wliich  have  been 

in  some 

by  our  permission 

wliich  liave  done 

in  some  cases 

in  our  answer 

which  have  no 

in  some  instances 

in  our  case 

which  have  not 

in  some  measure 

in  our  haste 

which  have  now 

in  some  one 

in  our  hurry 

whicli  liave  taken 

in  some  other 

in  our  siuht 

eacli  of 

in  some  other  respects 

in  our  way 

each  of  us 

in  some  other  way 

which  were  received 

each  of  his  own 

in  some  you  will  find 

which  were  right 

each  of  them 

in  something  else 

which  were  to  be 

each  of  which 

in  some  you  are 

which  were  wrong 

each  of  your 

in  some  you  may 

whicl)  were  ready 

number  of  us 

in  some  you  will  be 

REPORTING   PHRASES 


205 


had  it  made 

had  it  received 

if  it 

if  it  be 

if  it  did 

if  it  does 

if  it  had 

by  which  it  is 

by  which  it  is  not 

by  which  it  may  not 

by  which  it  may  be 

by  which  it  mus(t)  be 

by  which  it  was 

for  which  it  is  not 

in  which  it  is 

in  which  it  has  been 

able  to 

might  not  be  able  to 
you  may  be  able  to 
I  may  be  able  to 
you  should  be  able  to 
we  are  able  to 
when  I  am  able  to 
you  are  able  to 

it  would 
it  would  leave 
it  would  make 
it  would  receive 
it  would  be  received 
such  would  be 
such  would  require 
such  would  never 
such  would  now 
there  would 
there  would  be 
there  would  never 
which  would 


which  would  be 
which  would  be  necessary 
which  would  be  required 
which  would  be  received 

had  had 
had  had  reason 
had  had  some 
had  had  something 
had  had  trouble 
have  had 
have  had  none 
have  had  several 
there  had 
there  had  been 
there  had  never 
there  had  no  doubt 

so  there 

so  there  can  be 

so  there  is  not 

so  there  must 

so  there  will 

still  there 

still  there  is 

still  there  never 

when  there 

when  there  is 

when  there  is  not 

when  there  never 

when  there  shall  be 

whenever  there 

whenever  there  is 

whenever  there  has  been 

I  know  they  are  just 

I  know  they  are  not 

I  think  they  are  sent 

if  they  are  seen 

so  they  are  right 


when  they  are  done 
when  they  are  seen 
why  they  are  ready 
why  they  are  received 
one  other 

one  other  advantage 
one  other  person 
one  other  position 
several  other 
in  several  others 
some  other 
some  other  man 
some  other  person 
some  other  reason 
some  other  rights 
enter  their  names 
enter  their  service 
I  wonder  there  is  not 
render  their  decision 
tender  their  thanks 
whether  there  will  be 

Democratic  Party 
Phonetic  Society 
Cotton  Company 
Beneficial  Association 
National  Party 
Finance  Committee 
Railway  Department 
Republican  Party 

there  are  many 
there  are  some 
are  you  going 
are  you  willing 
are  you  sure 
better  times 
he  has  no  time 
at  any  time 


206      REPORTING  ABBREVIATIONS   AND   EXPEDIENTS 


each  ought  to  be 
there  ought  to  be 
it  ought  to  be 
some  one  ought  to  be 
this  one  ought  to  be 
that  one  ought  to  be 
which  ought  to  be 
such  ought  to  be 

Indian  Ocean 
Arctic  Ocean 
Atlantic  Ocean 
Pacific  Ocean 
Antarctic  Ocean 

winter  session 
summer  session 
extra  session 
las(t)  session 
this  session 
nex(t)  session 
these  sessions 
our  sessions 


he  was  on  time 
she  can  only 
there  can  only 
you  may  learn 
we  may  learn 
she  may  learn 
we  must  learn 
she  must  learn 
did  you  really 
do  yoif  rely 
such  as  are  there 
such  as  are  willing 
in  this  state 
in  your  state 
in  those  states 
in  this  part 
in  those  parts 
this  shipment 
those  shipments 
very  much 
so  much 
was  much 
from  much 


all  is 
with  his 
what  is 
were  his 
as  they 
as  large 
as  large  as 
as  far  as 
as  good  as 
has  not  been 
has  never  been 
has  long  been 
let  us 

received  us 
behind  us 
among  us 
addresses  us 
chooses  us 
first  day 
at  first 
her  first 
their  first 
your  first 


DISTINGUISHING    LIKE   WORDS 

258.  Distinguishing  by  Position,  Outline,  and  Vowels.  There  are 
three  methods  of  distinguishing  words  that  have  the  same  outline  : 
(i)  by  writing  in  position,  (2)  by  varying  the  outlines,  (3)  by  insert- 
ing vowels. 

It  will  require  most  faithful  application  on  the  part  of  the  student 
to  memorize  the  lists  which  follow,  but  it  is  believed  that  the  troubles 
which  will  thus  be  averted  will  justify  the  labor. 

Of  course  the  student  will  need  to  revert  to  these  lists  again  and 
again,  and  they  should  be  written  each  time  they  are  the  subject  of 
study,  for  the  eye  can  be  of  very  great  assistance  to  the  memory  in 
this  work. 


DISTINGUISHING   LIKE   WORDS 
Writing  in  Position 


207 


repetition 


208      REPORTING   ABBREVIATIONS   AND   EXPEDIENTS 


immature  i  •  ,     . 

Vr^  violent 
mature  i 

^»-'       valis 


indicate 
induct 


valiant 
fluent 

affljuent 


^<i    illegitimate 
/^  legitimate 


^/^   immortal 
_/^  mortal 


J^T'"  .•y.°'!:°.'°!!. nS-i'!!™?!?. 


b 


attempt 


absolute 


petrify 


putrefy 


V 

I       defined 
|I^de_fimte__ 


q_L 


extract 


imminent 
eminent 


^\_  predict 
c\_  protect 


Q 


element 


^- 


e'xeept 
aeeept 

'  exalt 
exult 


aliment 


prominent 
permanent 


unavoidable 


fix 
focus 


inevitable 
__p  causation 
—P  accession 


affix 
peaceable 
possible 


ammunition 
voluble 


r^/-rvavailable 

_PV^. 

^~^      \  valuable 


accusation 
auditor 
editor 

bter 


au 

|\euiior 
\  ^  doul 


passable 

petition^  \  operation  ■    v  .  a 

•   .  \       ^nnrtinn  ^—1    mdlCted 

competition  \V-<Portion  '   •    j   u^    i 

\    x"  '  \^  .      ^  ^    indebted 


computation 
collision 

collation 

D 

collusion 

volition 


apportion 
prohibition 

probation 


^   undoubted 
prompt 
permit 


approbation 


promote 


I    diamond 
I      demand 


absence 


k* 


adamant 


poor 


DISTINGUISHING   LIKE   WORDS 
Variation  of  Outlines 

pure 


209 


^     "    righteous 

r   staid  I     steady 


^- 


patron  v/^    pattern 

breath  \z^    '^"'^^^ 

I/?    turn 


train 


attainable  I      ^   t 


tenable 


/j,  ingenious        ^^_^  ingenuous 
....  ^ 


person 


parson 


fierce 


furious 


proffer 


prefer 


frame 


form 


prosper 


perspire 

defiance 
persecute 
optic 


/y    logical  /^    illogical 

_^/ \^  Tepressible    ^V     irrepressible 


In    defense 
Nv_  prosecute 


^     irrecon- 
y^^_\  reconcilable       \^  \     cilable 


\j_^  present 


Prussia  ^\y^    ^^^ 


predict 
support 


personate 
predicate 


1 


station 


separate 
beatify 


\  pledge 


\/Z.^R?}2^7.. 


beautify 


2IO      REPORTING  ABBREVIATIONS   AND   EXPEDIENTS 


\      eclipse  /^^    collapse 

y^    cudgel  ^^    cajole 


!r2^. 


culminate 


calum- 
niate 


■   legal 
resistible 


C.y 


llegal 


'^jrudge .-— <r^-I?.''F.e_ 


irresistible 


rational 


irrational 


4 


debtor 


editor 


extenuation 


idolatry 


c^    adultery 
genteel 


^/\x    repression    ^^\/''^reparation 
*^~-~~~-'  domination  i^'^ji 

b 


Z.g^."}!^ <^1. 


diminution 


_/  excoriate 


I  condem- 

l_.^^^_^     nation         L— n    dimension 


unscrewed 


unsecured 


i^ 


damnation    ,  admonition 


devotion  \^     deviation 


accordance         J    credence 


b 


limal  ._^-— V^  anomaly 


"v 


broad  \     bright 

[ 

^ — ^    idleness  V^         dullness 


aspiration        )        aspersion 


^___ga_r_dj 


guardian 
''       garnet 


de\'ote 


deviate 


granite 


fimeral 


funereal 


favored 


favorite 


poral     ^      ^\yf  corporeal '  \<y^^  aberration  '\,    abrasion. 


DISTINGUISHING  LIKE  WORDS 


211 


contrition 


I 

\  9  patient 


4- 


contortion 


resolute 


V.     passionate 

T 

^\y'  irresolute 


(Z. 


learned 


n 


latitude 


ruined 


/''^^  learned 
altitude 


1 


;-^ 


renewed 


\        forward 
/"^  labored 


^' 


froward 


D  except 

"   God 


expiate 


elaborate 


n 


guide 


-> 


abandoned 


\     abundant 
n      trader 


.^- 


insult 


n. 


insulate 


^\     oppressor 
-^ 


daughter 


impassion 


peruser         1    traitor 


.S.^.". 


ditor 


.__.. 


■"P- 


..-r-^ 


impassionate 


pursuer  tartar 


auditory 


impatient 


Insertion  of  Vowels 


} 

seat 
site 

^ 

rusty 

^^ 

mission 

V, 

fluent 

VP 

A 

russet 

•/-^ 

emission 

effluent 

^. 

city 

roseate 

1 

omission 

^. 

affluent 

212      REPORTING  ABBREVIATIONS  AND   EXPEDIENTS 


satisfy 


i 


suit 


>^        monarch  ^       monarchy 

z'    squeal  i    z'    squall 


copy 


occupy 


fuse 


V^  face 


effuse 


V      efface 


(2^ squeak        (^ squawk 


relevant        v^,^^  irrelevant 
t      affair 


far 


afar 


fair 


echo 


I         \  lawyer  U       \  li 


■v^ 


island 


I    honesty  I 


ins'jfrht 


i_ 


antitliesis 


highland 
^~f    antitheses 


nino.xious 


'Z.^ 


^:-/ 


idle 


y 


idol 


I        /P    veracity         L,      /f  voracity 


name  enemy 

infectious   "^"■'A       inefficacious 


army 


migration 


)  immigration 


/     I    aricc 


ht 


,__     motion  __    emotion. 

/rr::) xz::) 


/n    load  XH-    lady 


fu>ion                           effusion 
vj) \o" " 


TREATMENT   OF  FIGURES  213 

"■    n    nutrition         ^^""^^l     innutrition     /'V   sulphate  /^   Sulphite 


^  nutritioTls    ^ —    \    9innutritious 
"X    principal  'X    upper 


endowed 


endued 


adapt 


I 


\ 


depute 


P     German  ^^   germane 

2  Germany       ^'  Germania 


position 


apposition 


prominent 


-preeminent. 


TREATMENT    OF    FIGURES 

259.  Shorthand  for  Small  and  Large  Numbers,  a.  Provision  has 
already  been  made  for  writing  shorthand  for  one  ..s:_^._f  two  ...x..., 

three  /--,  six ,  ten  .J___,  and  trvelve  _..u__.  These  charac- 
ters should  always  be  used  when  these  figures  stand  alone,  as  the 
Arabic  numerals  may  be  mistaken  for  shorthand  outlines, 

b.  Large  amounts  may  be  expressed  as  follows  :  — 
Hundreds,  by  a  horizontal  stroke  after  the  figure  ;  thus, 

'^\       =  1 400. 
Thousands,  by  a  horizontal  stroke  below  the  figure ;  thus, 

££  =  26,000. 

Millions,  by  a  heavy  dash  in  the  direction  of  b  just  after  and  below 
the  figure  ;  thus,  .  '^y-  =  19,000,000. 

c.  Biblical  and  other  book  references  may  be  expressed  by  writing 
the  figure  for  the  volume  or  book  in  the  first  position  ;  for  the  chapter^ 
in  the  second  position  ;  for  the  verse  ox  paragraph^  in  the  third  position ; 


thus,  


1. means  volume   two,    chapter   seven, 


214      REPORTING   ABBREVIATIONS   AND   EXPEDIENTS 


2 


paragraph  nine  ;   and  ?r:>.-<fT:=s-^<^^^...o_  means   Second  Book  of 

Chronicles,  sixth   chapter,   ninth  verse. 

d.  Feet  and  inches  may  be  expressed  by  writing  the  number  of 
feet  in  the  second  position  and  the  number  of  inches  in  the  third ; 

thus,  ...?-  means  g  feet  6  inches. 
6 

e.  Expressions  like  "  seven  or  eight,"  "  five  or  six,"  may  be  written 

thus,  ' »  ^-    Expressions  like  "  from  seven  to  eight,"  "  from  five  to  six," 
8   6 

may  be  written  thus,  7-8,  5-6. 
/.  Fractions  of  a  certain  sort  may  be  expressed  as  follows. 

^=7i  -^  =  7t  -7- =  71  -7^  =  71 

T"  =  7l»or7|         ~r  =  7i,  oryl         y^  =  7|,  oryf 

g.  In  writing  dates  in  years  belonging  to  the  nineteenth  century,  the 
18  may  be  omitted  ;  thus,  76,  meaning  1876  ;  99,  meaning  1899.  This 
agrees  with  common  usage.  Of  course  the  century  figures  for  all 
other  centuries  must  be  written. 


OPTIONAL   EXPEDIENTS 

260.   Selections  from  the  Benn  Pitman,  Isaac  Pitman,  Graham,  Mun- 

son,  and  Osgoodby  Systems.  It  is  deemed  advisable  to  incorporate 
into  this  work  references  to  the  best  principles  of  some  of  the  lead- 
ing or  representative  Pitmanic  systems,  so  that  teachers  who  are 
willing  to  teach  the  Benn  Pitman  system,  but  who  are  enthusiastic 
about  some  of  the  principles  of  another  Pitmanic  system,  may  have 
the  privilege  of  referring  to  the  same. 

The  Isaac  Pitman,  Graham,  and  Munson  systems,  being  strictly 
standard  and  well  known,  were  chosen  because  of  their  standard 
qualities ;  the  Osgoodby,  although  not  so  well  known,  is  possessed  of 
so  many  unique  but  good  points  that  it  was  selected  as  a  representa- 
ti\-c  of  a  large  class  of  comparatively  new  Pitmanic  systems. 


BENN   PITMAN   SYSTEM  21 5 

Benn  Pitman  System 

261.  Treatment  of  Halving  and  Coalescents.  As  the  author  of  Ameri- 
can Phonography,  as  well  as  a  majority  of  authors,  teachers,  and 
phonographers,  dififers  from  Benn  Pitman  in  these  two  principles,  it  is 
deemed  but  fair  to  give  the  Benn  Pitman  method  of  presenting  each. 

262.  Halving  for  T  and  D.  Under  ordinary  circumstances  a  light 
stroke  is  not  halved  for  d,  nor  is  a  heavy  stroke  halved  for  /;  thus, 


paid  ^\.,  shade  y^.,  Jet  y..,  boat  ^\. 


263.  Freedom  in  using  Halving.     Nevertheless,  some  freedom  is 
taken  in  making  exceptions  to  this  rule,   especially  if  there   is  no 


conflicting  word  ;  thus,  doubt    __,  about      ,  rapid ..^.^^  freedom 


predict  _\!^..,   notified  >p=^. 

264.^  Coalescents  joined.  W  or  y  is  expressed  by  a  semicircje 
joined  at  the  beginning  only  when  a  first-place  vowel  ends  the  coa- 
lescent  sound  and  readily  joins  when  written  in  its  proper  direction  ; 

thus,  weed  ....,  2int  .,..,  walk  ,  wash ,  year  . . 

265.^  Coalescents  disjoined.  In  other  cases  the  coalescent  sign, 
written  in  its  proper  position  beside  the  stroke,  may  be  used  ;  thus, 

wake  rr^  woke S^.-,  wedge  jL..,  wood  .1,  yacht ...,.,  yam  -^^— ^c  C/tica  .1'..... 

266.^  Use  of  Strokes  W  and  Y.  In  some  cases  the  7v-  or  ^-stroke 
is  regarded  as  more  convenient  than  the  disjoined  coalescent  sign  ; 

thus,  yellow   v^.,  yoke  Q_,  wave  ._A._..,   wing 

^  In  the  BeiDt  Pitvian  Magazine  of  December,  1 910,  the  decision  to  teach  the 
semicircles,  as  on  page  87  of  this  book,  vas  announced. 


2l6      REPORTING   ABBREVIATIONS   AND   EXPEDIENTS 

267.  Additional  Principles,  Word  Signs,  and  Phrases.  The  follow- 
ing changes  have  recently  been  published  as  part  of  this  excellent 
system  :  — 

a.  Principles.  Ing-us  or  ing-his  may  be  expressed  by  writing  a 
disjoined  j-circle  at  the  end  of  an  outline. 

checking-US        charging-iis  leaving-his  saving-hi§ 

z.„ ^ /TCo j^^ 

h.  Word  Signs. 

^ear               ,.                     ^^  ^°"e 
.... ./issue ^^ I 

-^  ^i^  owing  I  advertise-ment 


^English        ^-^length         —^August         V;.even  value-d 

deliver-ed 
c  balance  J. doubt  _._ 1^.?."'.°!!?.'!! II^'!!!"'! ^.am.qun.t_ 

\^  wisdom  /      Jiandle  g^^SeptemLer       c^^ politic 

\ y   longei-  ,,-^  ^ 

v^ y  younger  '^   everybody  /  messenger  V     California 


c.   Phrases. 


\l      have-been  .  had-been  .   at-first 

J  b 

^-/^  New- York  ^7^    New-York-Citv  .^      • 

f  (5  ^ — ^"""^N   in-no-way 


for  him  /'^'\^  marked-price 

The  following  changes  in  phrasing  must  also  be  noted  :  — 
If  better  outlines  result,  /  may  be  expressed  by  its  first  stroke,  he 
by  its  sign  written  upward,  Jnnv  by  its  first  stroke,  and  you  may  be 
inverted  at  the  middle  or  end  of  phrases.      In  phrasing,  time  must  be 
expressed  by  two  strokes,  and  much  may  be  so  expressed. 


BENN   PITMAN   SYSTEM 


217 


I-am  I-'will  I-will-take  I-thinlc  I-fhamlir  1S^W& 

t ~ 

he-had  he-takes  he-shall  shall-he-take  he-never-had 


t---^ 


Iiofw-haA'e  how-shall        how-were-they  how-large  how-long 

-t: ■:^ — t / ^-- 

if-you-have  will-you-do  are-you-ever  should-you-take 

._ C\ ,ZS. 


take-fime  at-any-time  have-you-time  arrive-on-time 

t-"-v-- -^■-- 

so-much  too-miuch  he-was-much  .  saw-so-much. 

--V— -^ — -V ----% 


268.  Substitute  Rules  for  L-  and  R-Strokes.  The  Benn  Pitman  rules 
for  /-  and  r-strokes  have  been  followed  in  this  work,  but,  like  the  same 
rules  in  most  systems,  they  are  the  last  principles  that  students  learn 
to  use  consistently  and  intelligently. 

The  following  substitute  rules  are  given  as  an  aid  to  teachers  who 
do  not  believe  in  the  use  of  the  Benn  Pitman  rules,  and  for  those 
students  who,  after  faithful  trial,  find  themselves  unable  to  apply  the 
same  :  — 

(i)  When  /  or  r  is  followed  by  a  vowel  at  the  beginning  or  end  of 
a  word,  use  upward  /  or  r,  unless  an  inconvenient  outline  results. 


2l8      REPORTING   ABBREVIATIONS   AND   EXPEDIENTS 

(2)  When  /  or  r  is  preceded  by  a  vowel  at  the  beginning  or  end  of 
a  word,  use  downward  /  or  r,  unless  an  inconvenient  outline  results. 

An  inconvenient  outline  results  if  /  or  r  is  joined  to  a  stroke  at  an 
obtuse  angle  when  an  acute  angle  might  have  been  secured  by  ignor- 
ing the  rule. 

(3)  Between  strokes  use  the  most  convenient  form  of  /or  r,  always 
favoring  acute  angles. 


Isaac  Pitman  System 

269.  Alphabet.    Only  three  consonant  strokes  differ  from  the  Benn 

Pitman  system;  namely,  wuh  c^..,  yuh  r^.,  and  huh  y^-,  or  .tfT^r^. 

270.  Vowels.     The  Benn  Pitman  dot-vowel  scale  is  inverted  ;  thus, 


.-,;J 


■J-     "" 


«  _..         a  .J.,         e  ._\  a.....        (f  .1..         i_ 


Dash  vowels  correspond  to  the  Benn  Pitman  scale. 

271.   Diphthongs.      There  is  a  slight  change  in  the  representation 


of  diphthongs  ;  thus,  / ,  07v    -L  oi    -.,  wi  ~.^  . 

272.  Sw-Circle.      6"  preceding  unih  may  be  expressed  by  a  large 
initial  circle;    thus,  swi?ig     ...,.    siuitch  ..-yo.,  swear  .-^\,  swish  .— Q , 

switcher  .._  9,   siueeter  ._j. 

273.  L-  and  R-Hooks.     On  straight  strokes  these  hooks  correspond 
to   the    Benn    Pitman    scheme.       On   curved   strokes    the    /-hook    is 

an  enlarged  hook ;   thus,  fl  .SL   or  ...-J,  vl  >L.  or  _\,  thl  \>_  or  .Z, 
////.\.  or  .v/,  sill  .^-  (downward)  or  .cZ.  (upward),  ml  CTTTn,  nl  Cl_^... 


ISAAC   PITMAN   SYSTEM  219 

On  curved  strokes  the  r-hook  is  a  small  hook  ;  thus,yr  .X.  or  ...J\, 

vr   -V^.  or  --^,   thr  A_  or  .-/._,  thr  A.,  or  ./.-,  shr  _^.,  zhr  ^., 
mr  cirrrx,  mpr  ^rr^s,  «r  S_^_,   ngr  5;-*^. 

The  duplicate  forms  are  provided  for  use  in  cases  where  the 
normal  forms  would  produce  awkward  or  impossible  outlines. 

274.  Other  Double  Consonants.  As  enlarged  hooks  have  been  used 
on  curved  strokes  only,  kw  .Qt^=_,  gw  .9^?—^.,  and  wh  .C^..  have 
enlarged  hooks.     Wl  £.—  and  whl  C...  are  written  respectively  with 

small  and  large  hooks  on  the  luh  stroke.     Lr  JL-.  and    rr  __Il  may 
be  expressed  by  shading  luh  and  tir  respectively. 

275.  The  Treatment  of  Huh.  When  huh  is  the  only  consonant  in  a 
word,  or  when  it  is  followed  by  kuh  or  guh,  use  the  stroke  which  is 

/       /'       Z 

written  downward ;  thus,  hay  /'—,  high  ,  hack  ,   hook  ..^. 

When  the  upward  stroke  makes  a  better  angle  it  should  be  used ; 

thus,  hang  .'.- ,  Harry  .:.......,  hobby  .\ ,  heavy  ts^^^\^.. 

When  huh  occurs  before  s,  z,  m,  mp,  /,  and  downward  r,  a  tick 

in  the  direction  of  chuh  may  be  used ;  thus,   hazy  » /_,   Hessie  .j)i_, 

hump  ./^"Ts.,  home  ./rrr^s,  hair  ,X\.. 

276.  Halving.  In  words  of  one  syllable,  if  a  final  hook  or  circle 
follows,  or  in  words  of  more  than  one  syllable,  either  t  or  d  may 
be  expressed  by  halving;    thus,   affront  .:5i.,   cleft   c^.,  taints  .J'.., 

rapid ,    rabbit  ,   inclined  v_-=Vr3,   tethered  ..0..,  cheated  -,• 

\ 

277.  Coalescents.  These  are  the  same  as  in  Benn  Pitman,  except 
that  the  dot-vowel  scale  is  inverted.     Wa  or  wo  may  be  joined  to  k, 

1         -- 

upward  r,  /r,  chr,  shr;   thus,   walk   ,    water    ,   warn    , 


220      REPORTING  ABBREVIATIONS   AND  EXPEDIENTS 

washer  _    .    The  dissyllabic  diphthongs  e-d,  e-i,  and  e-ii  are  expressed 
by  an  angular  character  written  in  the  third  place;    thus,  idea   1  ., 

fealty  .S-X-L,  deity  ..I..,  tedium 


f 


Graham  System 


278.  Diphthongs  and  Triphthongs.     These  signs  diflFer  but  slightly 
from  the  Benn  Pitman. 


wot wow  ■ 


279.  Prefix  Accom.     This  prefix  is  expressed  by  a  heavy  dot ;  thus, 

;                   .    \  \ 

accommodate  'V.,  accomplice ,  accompatncd ..\--^. 

280.  Ings  Dot.     A  heavy  dot  expresses  i?ii^s  when  the  stroke  ing 

/  ^ 

and  s  are  not  more  convenient  ;  thus,  etchings  -/-..,    beings    , 

clean  sings  "^-^ro*- . 

281.  Ing-a,  -an,   -and.     These  sufBxes   are  expressed  by  a  light 
tick  at  the  end  of  an  outline,  in  the  direction  of  tu/i  or  /eu/i ;   thus, 

secking-a    ,    showifig-an     |^\,   fooUng-and    ..V    .,    giving-a    , 

sending-a  .0:^1. .  ^( 

282.  Ler-  and  Rel-Hooks.     This  principle  belongs  strictly  to  the 
reporting  style.     The  sound  of  /  is  added  to  the  r-hook,  and  the  sound 

of  r  to  the  /-hook,  by  enlarging  the  hook;    thus,  April  ..__\,    drill 
,  addler    _p.,    blare  A  ,  scholar  ?rr^.,   secular   ^~rf^. 


GRAHAM   SYSTEM  221 

It  will  be  observed  that  the  added  /  or  r  is  read  after  all  vowels  or 
strokes  ;  in  other  words,  last. 

283.  V-Hook  on  Curves.  This  principle  belongs  to  the  reporting 
style.  On  curved  strokes  the  hook  for  f  and  v.,  or  any  word  value 
that  it  may  represent,  may  be  expressed  by  making  the  hook,  for 

C 

distinction,  longer  than  the  «-hook  would  be;    thus,  thief ,    infec- 


tion .<, 


',  they  have  been  ys^..,   thankful  ./....,  think  of  ..li-.. 


284.   Shon-  and  Tive-Hooks.     Shon  may  be  expressed  by  a  large 
hook  on  the  circle  side  of  straight  strokes ;  tive,  by  a  similar  hook  on 


the  opposite  side ;    thus,  operation  ....^.,  provocation  ..^^s^jt:..,   opera- 

■     ""X  •     Vi 

tive  .--O.,  provocative  ...sfcr}).. 

285.  Shon  added  to  V-Hook.     After  the  j'-hook  a  small  semicircle 

may  be  added  to  express  the  sound    of  shon;    thus,  diffusion   I"...., 

•  I' 

profession   .A>^'..,    aggravation  err^.,    devotion   -Ll. 

286.  Word  Values  for  Hooks  on  Tick  Signs.    The  /-,  r-,  «-,  and  z'-hooks 
may  be  used  on  certain  tick  signs  with  definite  word  value  ;  thus, 

who  have  -C..,  all  of ,    to  have  -m..,   or  not  — ,  but  not  -J-,    but 

are  not  J^,  of  our  own  ,  to  our  07vti  ..ri_.,  by  our  own  .      Open- 
ing a  tick  sign  to  the  left  to  resemble  what  or  7vould  represents  these 

words;  thus,  all  would ,  07i  what  ,  to  what  ..:>..     I  have  n\z.y 

be  written 


287.  Certain  Suflixes.  Final  b  may  be  used  for  ble  or  bly  when  the 
hook  cannot  be  used  conveniently;  thus,  profitable  ^^V-,  sensibly 
.!77\.    The  j-circle  may  be  used  for  bleness,  fulness,  or  someness;  thus, 


222      REPORTING  ABBREVIATIONS  AND   EXPEDIENTS 

serviceableness  .o<^Vd^.,  teachableness  --^..,  resourcefulness  .^^:^...^  sin- 
fulness   ,  irksotneness  „'\.^^o,  lonesomeness  ./}.....    Lessness  may  be 

expressed  by  the  large  circle ;  thus,  recklessness  /.. ,,   worthless- 

fiess  jc^-x-,  carelessness  errrr.o.  Ingly  may  be  expressed  by  a  heavy 
disjoined  tick  written  in  the  direction  of  j  ox  b\  thus,  lovingly  /^/V.^, 
sparingly  .\.     ,  amazingly  /TaA.     Ology  may  be  expressed  by/,  joined 

or  disjoined;  thus,  theology  .__L,  zoology  )~..  Where  the  j-circle  and 
stroke  v  cannot  be  written  conveniently,  the  j-circle  may  be  used  to 

express  soever ;  thus,  ^uhithersoever  .-.j^.,  howsoever  ^a°... 

288.  Enlarged  Semicircles.     When  a  small  semicircular  word  sign 
of   the  ziz-series  is  enlarged,  a  word  sign  of  the  Z£/-series  is  added; 

c 
thus,  7vi/h  what  ,    would  we  »-^,    were  we  .C-..     When   a   semi- 
circular sign  of  the  _>'-series  is  enlarged,  a  word  sign  of  the  w-series 
is  added;   Xhws^  you  were -r'x.^  yet  we  .yj..,  you  would  ..Cs...     When  a 
semicircular  sign  of  the  rt^-series  is  enlarged,  a  word  sign  of  the_>'-series 

is  added  ;  thus,   we  yet  ,  7i.'ere  you  -C',.,  would  you  ..O...     In   the 

last  principle  the  enlarged  semicircle  must  have  the  general  slant 
of  chuh.  Have,  ever,  if,  or  of  may  be  added  to  enlarged  semicir- 
cular signs  by  writing  a  small  hook  within  the  enlarged  semicircle ; 

G  S 

thus,  we  7ocrc  of ,  ^chat  7vould  ever ,  you  7uere  of  -H)-.,    were  you 

ever  ..(D^.,   ^uould  you  have  J^... 

289.  Lengthened  Straight  Strokes.    A  straight  stroke  maybe  length- 
ened to  add  their,  there,  or  they  are,  and  the  hook  must  be  read  last ; 

thus,  had  their  own  .1    ,  give  their  own __..,  by  their  own  -\-  .      There 


I    ,  give  their  own __..,  by  their  own  -V- 


MUNSON   SYSTEM  223 

or  their  may  also  sometimes  be  expressed  by  a  heavy  tick  in  the  direc- 

tion  of  b  or/;  thus,  7vould their  .3..,  since  there  --T.,  makes  their  ^rf>^^.. 

290.  You  expressed  by  a  Hook.  When  the  sign  for  you  occurs  so 
that  it  may  be  conveniently  joined  as  a  hook  on  the  outside  of  a 
curved  stroke,  in  its  proper  direction,  the  word  may  be  so  expressed ; 
thus,  you  have  n,..,  yoic  think  ...o-,  you  then  — o-. 

291.  Repeated  Words.  Expressions  in  which  repeated  words  occur 
may  be  written  by  dropping  part  of  the  first  word ;  thus,  deeper  and 


IT  T 

.'_?X,    drier  and  drier  -h_^, 


deeper    J_N  ,    drier  and  drier  -Vj.^,   century   after   century   

drop  by  drop 

292.  Expression  of  Numbers.      One,  two,  three,  six,  ten,  and  twelve 
each  have  signs ;  other  numbers  may  be  expressed  in  figures,  or  as 

follows  :  twenty  Z/i...,  thirty  Y,..  ,  forty  Z^..,  fifty  6......  seventy  .A^..^ 

eighty  X-,    ninety    .1^..-^,    four   hundred    .X->^_,     ig   thousand  -/-f/-,, 
2 J  million  .ZJcr::^- 

MuNSON  System 

293.  Consonants.    In  the  Munson  system  the  consonants  are  simi- 
lar to  those  of  the  Benn  Pitman  except  huh,  which  is  written  /rr"^- 


ump  is  written  ->. 

294.  Vowel  Scale.     The  Benn  Pitman  dot-vowel  scale  is  inverted. 


■-.t" 


a fl-     I  -  ^  .4_.  a e  .A..  i  ..\ 

295.  Diphthongs. 


224      REPORTING  ABBREVIATIONS   AND  EXPEDIENTS 

296.  L-Hooks.     For  double  consonants  of  the  /-series  the  hook  is 
enlarged;    thus,  Jlow)^-,   shell  -<^-,   wail  .^,  yell  /?— ,    hail  CT^, 

lull  C...,  muzzle  ./. 

297.  Ter-Hook.      A    large    hook    written    on    the    «-hook    side   of 

straight  strokes  indicates  ter  or  ther;  \.\\\xs,  gather ,   actor -, 


rather ,  bidder    v   .. 

298.  Lengthening    Principles.       Ter,    ther,  der,   and   ture  may   be 
expressed  by  lengthening  strokes,  and  the  added  syllable  is  read  last 

if  the  ;/-hook  be  used  ;  thus,,  /latter  ..V„.,  feather  \^...,  shudder  —-JL, 

furniture,  ^^r:s^^^^-^->^,.,  fender  \-....,  mentor  z^^TH^ ,  countermine , 

indenture _.. 

> 

299.  St-Loop  after  S-Circle.     This  combination  may  be  expressed 
in   either  of  the  following  ways  :   sneezest  ,^_,  wisest  , 

prancest  ,  causest  

300.  Backward  Hook  for  Sn.      In  certain  words  the  sound  of  sn  is 
difficult  to  execute  after  the  ^'-circle.     The  se-shun  may  be  used  to 

express  this  combination  ;   thus,   niasoji  /ttts^,  arsenic   ,   Wilsons 

0._,  lessons  /----.,    I  Fender  son   /^-'--^- 

301.  Curl  for  in,  En,  or  Un.      As  it  is  impossible  to  write  the  ^-stroke 

before _//,  r/,  tjvuh,  and  d:,.'i//i,  a  curl  within  the  large  hook  may  express 

in,  en,  or  //;/ ,■   thus,   influx  ^SttW^,   untwisted  p...,    invaluable  _-^-, 

injlate  .vL*,   indwelling     J--. 


MUNSON   SYSTEM  225 

302.  The  I-shun-Hook.  After  the  i'-circle  a  hook  following  the 
motion  of  the  circles  may  express  the  sounds  of  the  vowels  If,  e,  and  a 

before  the  sound  of  s/mn ;  thus,  precision  ?\..,  possession  \^,  vexa- 
tions > — i^,  colonization  ir-  ,.„,^a.,  transitional  ._3,  authorization  _y.. 

r 

303.  Distinguishing  Derivative  from  Primitive  "Words.  Words  whose 
derivative  forms  are  secured  by  adding  in,  en,  un,  tl,  im,  or  tr  to  the 
primitive  are  best  written  by  repeating  their  first  consonant ;  thus, 

noble  _ '\,  ennoble  _... .'..\,  nutritious  S^-.^,  innutritious  -"^^r^^^S^  J^^_, 

noticed  W.,    unnoticed  -b-.,    legal  /CS^^r^,   illegal  .^—A.,   moder- 
ate L^...,  immoderate '..   ,  redeemable  -A ,  irredeemable 


304.  Expressing  The.    77/<?  may  be  expressed  by  halving;  ihw^,  beyond 

r 

the  ,  give  the  --^- :   by  changing  the  ^-circle  into  the  jMoop  ;    thus, 

thinks  .f...,  thinks  the  -{---:  by  a  tick  in  the  direction  of  chuh  or  ruh  in 
the  middle  or  at  the  end  of  phrases  ;  thus,  choose  the  .../-,  ran  the  l 

305.  Expressing  A,  An,  or  And.     A,  an,  or  and  may  be  expressed  at 
the  beginning,  middle,  or  end  of  phrases  by  a  tick  in  the  direction  of 


puh  ;  thus,  a  man  ._ ,    share   and  share  .y^l,  give  and  ^ ,   an  ill- 
ness ../^z>>~Jl.,  again  and  again  .r-r^ ,  sho2a  a  man  ,;J:!l^.. 

306.  Expressing  Ing.    Ing  may  be  expressed  after  a  final  hook  by  an 

additional  hook ;  thus,  observing  \^_.,  roving  ^. . 

307.  H-Tick.     When  the  stroke  h  is  inconvenient,  a  short  vertical 
or   horizontal  tick  may  be  used   as    a  substitute  ;    thus,   huge  —7., 

hack ,  harrow  ,  hash ,  hovel  ,  hang . 


226      REPORTING  ABBREVIATIONS  AND  EXPEDIENTS 

308.  Strokes  for  Bleness,  Fulness,  Lessness,  and  Iveness.     These  suf- 
fixes may  be  expressed  by  detached  strokes  ;  thus,  feebleness  V        ._, 

teachableness  1,    seasonableness     -.\^,    wakefulness    ir?=:L..,    hate- 

fulness  ^TsL..,  groundlessness    .^<s>.,     Its  ties sness   .^<Q/rq.,    extensiveness 

..J^..,  secretiveness  _.,L.... 

309.  Strokes  for  Ology  and  Alogy.   These  suffixes  may  be  expressed 

by  a  stroke  attached  or  detached;  thus,  theology  .!._  ,  mythology 


physiology  \ ,  mineralogy   _/... 

310.  Enlarged  Semicircles.  You  ox  your  may  be  added  to  when,  were, 
with,    ivhat,   or   would  by    enlarging    the    half    circle  ;     thus,    when 

D 

you-r -^-,  what  you-r ,  would  you-r  .--^.,  with  you-r  -,,.      Would 

is   added   to  you  by  the  same  method ;   thus,  you  would  ..\j..,   if  you 

would  

"a; 

OsGOODBY  System 

311.  Alphabet.  The  alphabet  in  this  system  differs  only  in  the 
stroke  for  //////,  \vhich  corresponds  with  the  ump  stroke;  thus,  huh  ^^tts.. 
Ump  is  represented  by  the  strokes  m7i  d^nd  puh. 

312.  Concurrent  Vowels.  When  two  vowels  occur  together,  the  first 
may  be  definitely  and  the  second  approximately  expressed  by  an 
acute  angle  written  in  the  place  of  the  first  vowel  of  the  two,  opening 
upward  for  a  dot  vowel,  downward  for  a  dash  vowel.  If  the  first 
vowel  of  the  combination  is  long,  the  down  stroke  of  the  angle  may 

r 

be  shaded  ;   thus,  idcin  ___.,   layer    /^.!7^,    hurrahing 
ing  ^    lozver  lT..,a,    ruin  .^<?s_2:. 


OSGOODBY   SYSTEM  22/ 

313,  L-  and  R-  Strokes,  a.  When  /  or  r  is  the  first  consonant  in 
an  outline  of  more  than  one  stroke,  id  or  iir  is  used    if   a   vowel 

precedes,  and  luh  or  ruh  if   not;    thus,   elk  L=,  Eric  ..3^..^,  luck 

/I ,  wreck  ./.. 

/'.  When  /  or  /-  is  the  last  consonant  in  an  outline  of  more  than 
one  stroke,  luh  or  ruh  is  used  if   a  vowel  follows,  and  ul  or  ur  if 

not ;  thus,  follow ,    bureau  .V^,  fell  V  .,  _/"ar  .V^^..... 

c.  The  following  exceptions  should  be  noted  :  Luh  is  used  before 
puh,  buh,  tuh,  duh,fuh,  vuh,  thuh,  thuh,  shuh,  zhuh,  luh,  yuh,  and  ruh, 
and  after  suh,  zuh,  shuh,  zhuh,  luh,  ur,  um,  wuh,  a.nd yuh;  ulis  used 
after  un  and  u/ig.  Ruh  is  used  before  tuh,  duh,  chuh,  j'uh,  thuh, 
um,   and  huh;    ur  is  used  before  um  and  huh. 

314.  Huh-Stroke  and  Substitutes.  The  stroke  for  huh  is  seldom 
used,  as  substitutes  are  more  convenient.     The  substitutes  are  a  dot 

beside  a  vowel  sign  ;   thus,  hitch ,    half  V  ._  :   a  tick  written  in  the 

direction  of  chuh  on  all  strokes  with  which  it  forms  an  acute  angle  ; 


,,  hazy  .')..., 


.r 


thus,  hack  ._, ,  ha~y  .7...,  hem  ./^r^.,  heel :  a  dash  vowel  written 

parallel  with  the  stroke;  thus,  hoed  A  ^,  hobby ,  hogshead 

315.  L-Hook.     On  straight  strokes  this  hook  is  written  as  in  the 
Benn  Pitman  system,  except  that  rul  may  be  expressed  by  a  small 

hook  on  the  upper  side  of  ruh;  thus,  rural  ,^^..-,  barrel  Jt^., 
paralyze  2>^.. :  rier  may  be  expressed  by  a  small  hook  on  the 
opposite  side ;  thus,  farrier  .V^.,  carrier  .■_.^,  merrier  .^:zx^... 
A  small  hook  is  used  for  r  in  all  places  ;    thus,  error  — A,  fry  , 


228      REPORTING  ABBREVIATIONS  AND   EXPEDIENTS 

inner ^    mirror  .'. a,  singer  ,  manner  .y^rzt^.-^..     On  curved 

strokes  the  /-hook   is   expressed  by  a  shott,   broad   hook  on  the 

inside  of   the    strokes ;    thus,  shuffle   (vZ,    Bethel  .-X,  fizzle    Xr\., 


animal  jt^^CTTN.,,  floral 

316.  Further  Use  of   N-Hook.     Before  k  the  «-hook  may  be  used 

V  1- 

for  the  sound  of  ung  or  ang;  ihviS,  punk  J^^=,  trunk  X^^,  frank . 


flank  Ji<:jrr:3,  Lincoln    /C. In    connection   with    the    «-hook    the 

se-shun-\\0Q\.  may  be  used  to  express  the  sound  of  sn  when  the  stroke  n 

is  inconvenient ;    thus,  mason  /rrrnsi,  Robuisori  ^.--Vi,   Thompson  — ^ — ., 

Wisconsin  .._drr rtn,   arsenic    .  "^^i-^. 

317.  The  Y-Hook.  In  phrasing  only,  a  large  initial  hook  on  the 
r-hook  side  of  straight  strokes,  made  long  and  narrow  on  curved 
strokes,  stands  for  the  woxAs  yon,  your,  you  arc,  or  year  ;  thus,  do  you 

kn07o  _'i.^_^..  if  you  tuill  S^j__,  may  you  not  X^Z^.,  hai'e  your  own  .N<j-, 
that  year  70o.s 


318.  The  W-Hook.  A  large  initial  hook  on  the  /-hook  side  of 
straight  strokes  expresses  the  sound  of  7i'  ;  in  phrasing  it  signifies 
the  words  loc,   would,  what,   whether,   7c>ay,   and  aivay ;   thus,  which 


we  may  /rrr^.,   upon  ichat  place  .\..,  go  a7oay  off  ^^■^^..,  which   7V0uld 

319.   The  Ter-Hook.      A   large   final   hook   on    the   ;/-hook  side  of 
straight    strokes    expresses    the    sound    of    ter,    der,    or    ther ;    thus, 

<        r 

chatter     v.,    splatter     V,    blotters    ,   tighter  .  jjathers .      In 


OSGOODBY   SYSTEM  229 

phrasing  it  signifies  the  words  their,  there,  they  are,  or  other.  lug  may 
be   expressed    by   a  hook  within  this  hook;    thus,  gathering  ^~--, 

chattering  -^v^- 

320.  The  M-Hook.    A  short,  broad  hook  written  on  the_/^hook  side 
of  straight  strokes  and  on  the  inside  of  curves  expresses  the  sound 

of  m  ;  thus, plumb  .A!),  oakum  ^^^.,  lame?iess  Js.'^nrf..,  fiameless  's~J2..., 
gloom  .^...-r^.  In  phrasing  this  hook  signifies  may,  him,  time,  make, 
or  my.        ' 

321.  The  Shun-Hook.     This  syllable  is  expressed  by  a  small  circle 

and  backward  hook;  thus,  adoption  .'.v.,  rotation  ./^k^  junction  .xj^., 
detention  \,  extensions  Ji..  In  words  where  the  shun  sound  is  fol- 
lowed by  a  consonant  sound  the  small  hook  need  not  be  written ; 
ihns,  educational  .Yr^...,  professional  .^.-./i:, /actio7iist  .>-=.=?o,j   vision- 

ary ,  abolitiotiist  \/^_'.     When  a  word  ends   in  the  sound  of 

shun  after  any^hook  on  stroke  duh,  a  small  hook  may  be  added  after 

the  y^hook  to  express  the  sound  of  shun ;   thus,  division ,    devo- 


tional Ji_.:  if  two  vowels  precede  the  sound  of  shun  when  thus  preceded, 

r 

the  stroke  shuh   and    ;/-hook    must    be    used;    thus,    deviation   _^., 
abbreviation  .--y..     Sc-shun  may  be   expressed    by  using   the    large 

r 

y-circle ;    thus,  physician  .._Jr:.,   decisions   ....,  dispensation    \..     The 

consonant   immediately  preceding  shun  may  be  halved  to   express 
the  past  tense  ;  and  when  a  word  ends  in  ate,  half-length  «  may  be 


230      REPORTING  ABBREVIATIONS  AND   EXPEDIENTS 

used;   thus,  fashion   V    ..,  fashioned       ,   auction  _,    auctioned , 

motion  ^^rpsi,    motioned  ^-,  notionate  .^~^.,  affectionate  ^!>:~z%~gL,   pro- 
portionate ^\^.      .. 

322.  Ed-Tick.     The  past  tense  may  be  expressed  by  adding  a  tick 
at  an  acute  angle  to  the  form  which  is  used  for  the  present  tense ; 

thus,  gifted .,  shouted  .      ,  estimated  h^_,  assorted  , ,  pestered  .!x>., 

pasted  ..^. 

323.  Affixes.    i?<f/may  be  expressedbytherw/^  stroke  and  the /-hook; 

thus,  reliable  .*...,  relish  i:<^.^  relax  c^. ..,  realization . 

Tial^  tially.     These  affixes  may  be  expressed  after  the  «-hook  by 

the   stroke  shuh ;   thus,  prudentially  ..-\.,    substantial    ....<Sp,     essen- 
tially 

For,  form.     These  affixes  may  be  expressed  by  the  stroke  fuh; 
thus,  reform  ^.S^,  foreordain  ,V^J*. 

Rity,  lity.     These  affixes  may  be  expressed  by  halving  an  /-  or 
r-stroke  or  a  double  consonant  of  the  /-  or  r-series  ;  thus,  infidelity 

_"Srr:^_,    temerity   Lcr^^,   legality   C.--"-,   majority   ^_.'.j?.. 

Fill,  fulness.     These    affixes    are    expressed  by  the  _/////-stroke  or 

the  /////-stroke  with   the   ^--circle  ;    thus,   ar}?ful  ."T^s— ,    cheerful  .\^, 
harmfulncss  ->x--.,   7villfiil>icss  L\.^. 

Lessiiess.     This  affix  is  expressed  by  the  ////z-stroke  and  i--circle  ; 
thus,  heedlessness ,    carelessness   crfr--/.._.    recklessness  / 


OSGOODBY   SYSTEM 


23  r 


Ography,  ographer.  These  affixes  may  be  expressed  by  the  guh- 
stroke,  with  or  without  the  r-hook  ;  thus,  photographer  -<^-r,  biogra- 
phy JScrr^  stenographer  X—^. 

Ing.  This  affix  may  be  expressed  by  writing  the  following  word 
in  the  place  of  the  ing  dot,  or  by  striking  the  first  stem  of  the 
succeeding  word  through  the   last  stem   of   the  first  word  ;    thus, 

taking  a  1=,.,  checking  us  .^9.,  losing  them  -jr^\^  having  taken  \L .... 

324.  Expressing  Sounds  of  Modern  Languages.  In  expressing  accu- 
rately the  sounds  of  foreign  languages,  the  following  special  symbols 
will  be  found  useful:  — 


French  Vowels 


e,  as  in  se 

e,  as  in  phr 
a,  as  in  dme      ; 
eu,  as  in/eu 
u,  as  in  me 
0,  as  in  Ivonne 


i,  as  mfini  \ 
e,  as  in  don?ie  \ 
a,  as  in  canne   j 


in,  as  m  crm  s| 
en,  as  in  enfant  \ 
un,  as  in  lundi  ^| 
on,  as  in  don       ^j 

German  Vowels  and  Consonants 
11 
b,  as  in  Hohle  \  ch,  as  in  dich      — 5— 

b,  as  in  Roche    \  gh,  as  in  vorige  — ^ 

ii,  as  in  luge7i     J 

Italian  Welsh 

r,  as  in  amor    ^  J^  11,  as  in  Llatielly    I 


APPENDIX 

SUPPLEMENTARY  WORD  AND  SENTENCE  EXERCISES,  WORD- 
SIGN  LETTERS,  AND  GENERAL  DICTATION  MATTER 

SUPPLEMENTARY   WORD   EXERCISES 

In  the  first  four  exercises  all  /-  and  r-strokes  are  to  be  written 
upward, 

EXERCISE  I 

Long  and  Short  Vowels 

Ashy,  inch,  beam,  shape,  daub,  shop,  pay-day,  decay,  big,  shock, 
chip,  gimp,  theme,  bosh,  myth,  fame,  comb,  cage,  meek,  foam,  niche, 
inky,  king,  vim,  cob.  Job,  Jonah,  gong,  bathe,  thieve,  dodge,  mossy, 
toady,  data,  leash,  taming,  dip,  pink,  lobe,  milky. 

EXERCISE  II 

Vowels  between  Strokes 

Pope,  dodo,  judge,  mummy,  lessee,  Macey,  bony,  vichy,  honey, 
tongue,  gang,  peach,  page,  budge,  patch,  look,  mash,  agog,  cooky, 
rang,  poppy,  abolish,  nominee,  abbacy,  elfish,  Genesee,  bailiff,  guilty, 
Mallory,  Malta,  merino,  fallacy,  melody.  Philippic,  Verona,  Eskimo, 
Canada,  Kellog,  Macbeth,  Deborah. 

-33 


234  APPENDIX 

EXERCISE  m 

Diphthongs 

Tie,  boy,  bow,  alloyed,  allied,  allowed,  row,  Roy,  rye,  Nye,  lye,  owl, 
alloy,  aisle,  shiny,  magpie,  decoy,  mouth,  pouch-like,  eyed,  thou,  oil, 
eye-tooth,  widely,  endow,  oil-like,  mightily,  Nina,  dynamite,  toy-shop, 
Dinah,  Lowney,  dowdy,  eye-beam,  oil-cake,  avouch,  hautboy,  goutily, 
dowdily,  rightly. 

EXERCISE  IV 

COALESCENTS    AND    CONCURRENT    VoWELS 

Asia,  Bolivia,  Juno,  bacteria,  Joshua,  Julia,  burying,  Ethiopia,  Libya, 
Ophelia,  Althea,  Leon,  Lucia,  reengage,  showy,  Diana,  Lydia,  shadowy, 
sienna,  Laocoon,  Laodicea,  aguish,  Boaz,  Scioto,  Suez,  Andalusia, 
cozier,  foliage,  Malayan,  Borneo,  cassia,  colliery,  curio,  Pomerania, 
dialogue,   Isaiah,  pneumonia,  folio,  envying,  sawing. 


EXERCISE  V 

L-  AND  R-Strokes  at  Beginning 

Locked,  lady,  lugged,  leech,  larrup,  largo,  alchemy,  Aleppo,  Aleck, 
allopathy,  allege,  Elijah,  album,  olive,  Elmo,  Eliza,  Iliad,  deluge, 
bilge,  filmy,  reed,  ready,  rage,  wreck,  wring,  rouge,  rarefy,  rug,  rump, 
room,  army,  Arabia,  Arcadia,  archway,  arena,  aroma,  orb,  carriage, 
Persia,  terrify. 

EXERCISE  VI 

L-  AND  R-Strokes  at  End 

Tale,  meal,  kill,  mole,  ample,  shell,  knoll,  fool,  vile,  burial,  nail, 
vowel,  tire,  bier,  chair,  dare,  jeer,  core,  fear,  shear,  mire,  empire, 
tally,  Malay,  Kiley,  amply,  Neal,  annually,  rare,  Harry,  borrow,  fury, 
Murray,  vanilla,  arrowy,  arrear,  array,  Manuel,  fairy,  gayly. 


SUPPLEMENTARY   WORD   EXERCISES  235 

EXERCISE  vn 
S-ClRCLES    AND    STROKES 

Sup,  geese,  sing,  fuss,  seethe,  shows,  ice,  essay,  sigh,  owes,  puss, 
pussy,  sad,  espy,  zero,  Zebedee,  assayer,  scion.  Sierra,  pies,  pious, 
case,  chaos,  nasty,  rusty,  bestow,  fix,  foxy,  goose,  goosy,  race,  racy, 
lice,  Elias,  decency,  resin,  cask,  discuss,  disown,  officer. 

EXERCISE  Vra 

Large  S-Circles 

Sesame,  Sussex,  system,  losses,  paces,  passes,  houses,  leases, 
sneezes,  census,  resist,  gazes,  refuses,  agonizes,  saucer,  chooses, 
dozes,  abuses,  synopsis,  sexes,  spaces,  Sorosis,  subsist,  schism,  Jesus, 
abysses,  chaises,  exist,  suffuses,  axis,  possessor,  accessory,  excesses, 
exercises,  dispossesses,  supposes,  emphasizes,  abscesses,  lionesses, 
desists. 

EXERCISE  IX 

St-  and  Str-Loops 

Chest,  taste,  posed,  abused,  August,  roused,  fists,  vests,  assists, 
waste,  stitch,  story,  sting,  stall,  unjust,  reduced,  imposed,  robust, 
chemists,  molests,  ghastly,  egotistic,  misty,  honesty,  gusty,  rust, 
rusty,  roaster,  Nestor,  Worcester,  minster,  Hester,  lobster,  sinister, 
festers,  testers,  registers,  masterpiece,  muster-book,  musterer. 

EXERCISE  X 

Halving  —  First  Section 

Shout,  cheat,  scout,  died,  goad,  sobbed,  spot,  saved,  submit, 
saintly,  smites,  skates,  slightly,  summit,  signet,  poisoned,  chastened, 
invades,  puts,  acts,  chats,  deeds,  ends,  maids,  moods,  art,  aired,  lot, 
old,  shouts,  jades,  writ,  rat,  licked,  fagged,  kicked,  peeped,  petticoat, 
evident,  ultimate. 


236  APPENDIX 

EXERCISE  XI 

H-TicK  AND  Strokes 

Hue,  high,  Ohio,  O'Hara,  ahem,  hapless,  Harris,  heroes,  hubby, 
Horatio,  hostile,  hyssop,. haddock,  Hadley,  hoarseness,  hail,  Hallam, 
history,  haziness,  hair-cell,  hickory,  howler,  hemmed,  hugged,  hacked, 
hardness,  hard-mouthed,  inhuming,  unheard,  inhale,  unhappy,  behead, 
rehash,  Nahum,  hardihood,  Mahoney,  housetops,  race-horse,  Reho- 
both,  exhume. 

EXERCISE  XII 

W-HooKS,  W-Semicircles,  and  Large  W-Hook 

Woo,  away,  awake,  waist,  woes,  wasp,  whisk.  Waller,  Wallace, 
Winship,  warm,  window-seat,  war-ship,  woodcock,  wedded,  wash-day, 
wages,  weak,  wagged,  waved,  wheel,  whirl,  whine,  quick,  squeeze, 
guano,  twitch,  squelch,  square,  requests,  liquefy,  unworthily,  Agawam, 
Edwin,  beware,  swing,   swash,  swoon,  dissuaded,  unswathed. 

EXERCISE  XIII 

Double  Consonants 

Dale,  idle,  tear,  tray,  keel,  clay,  core,  crow,  plea,  pry,  glee,  agree, 
crib,  globe,  topple,  robber,  regal,  rigor,  rabble,  joker,  blush,  bring, 
throb.  Bethel,  Hail,  frail,  bevel,  Dover,  measure,  initial,  flannel,  man- 
ner, family,  humor,  glaringly,  kneeler,  freely,  flabby,  tunnel,  framer. 

EXERCISE   Xiy 

Inikkvocalt/aiton 

Cheerfully,  recall,  churches,  Georgia,  turmoil,  shellac,  attorneys, 
Marner,  lurch,  roller,  volume,  colleges,  curbed,  mortgagee,  murmur, 
colonel,  torpor,  journalize,  tolerably,  terminate,  sharpness,  relish, 
railway,  roll-call,  marbled,  nourished,  Norwich,  Norway,  Marshalls, 
torture,  turtle,  purplish,  Delaware,  telegram,  sharpest,  reversal,  par- 
tially, Calvary,  Calcutta,  Coleridge. 


SUPPLEMENTARY   WORD   EXERCISES  237 

EXERCISE  XV 

Triple  Consonants  and  Backward  N-Hooks 

Stretch,  spliced,  scrub,  satchels,  striker,  sepulcher,  suffers,  splashed, 
skirmish,  sufferer,  sever,  physically,  prisoner,  peaceful,  disclosed,  dis- 
able, bicycle,  Exeter,  rostrum,  scroll,  scraper,  Cyclops,  gossamer, 
dishonor,  staggered,  stalker,  stutter,  described,  dissevered,  posture, 
enticeable,  enslaver,  ensnare,  insalubrious,  insanitary,  insecurity, 
install,  unsliced,  inspirer,  unsprung, 

EXERCISE  XVI 

N-  and  V-Hooks 

Din,  deaf,  atone,  achieve,  boon,  dive,  fine,  omen,  coachman,  lemon, 
cheapen,  acuitien,  tendon,  dolphin,  morphine,  referee,  juvenile,  daf- 
fodil, divinity,  dunce,  achieves,  cones,  caves,  mains,  noons,  moons, 
pounced,  manses,  lanced,  rinsed,  minces,  Benjamin,  orange,  barytone, 
beverage,  Van  Buren,  Jonathan,  Michigan,  Chipman. 

EXERCISE  XVn 

Shun-  and  Se-Shun-Hooks 

Ignition,  education,  ovations,  petitions,  revisions,  abduction, 
derivation,  dimension,  violations,  elevations,  attention,  renditions, 
formations,  aspirations,  locomotion,  benefactions,  occasionally,  dic- 
tionaries, nationalization,  notional,  mansions,  missionary,  Hessians, 
cautionary,  lotions,  mention,  appellation,  ascensions,  limitations,  taxa- 
tion, affectations,  incision,  additionally,  processions,  accumulations, 
excisions,  mentions,  dispensations,  evictions,  transitions. 

EXERCISE  XVIII 

Lengthening 

Neuter,  lather,  hindering,  wetter,  orator,  invader,  motorman,  en- 
gender, Weatherly,  Leatherbee,  promoter,  gas-meter,  latterly,  tenderly, 
alderman,    motherliness,    Waterloo,    wonderer,    thunderer,    Arthur, 


238  APPENDIX 

senators,  martyr,  mortar,  norther,  tenderness,  softer,  bumper,  clamper, 
finger,  cucumber,  rancor,  anchor,  defaulter,  adventure,  stockholder, 
murderer,  flatter,  immaterial,  entirety,  simper. 

EXERCISE  XIX 

Omitted  Consonants  and  Prefixes 

Presumption,  contemptible,  conjunction,  pumped,  decamped,  trans- 
lation, transfuse,  promptness,  discommode,  discontinue,  reconvey, 
disconnect,  incognito,  unconditional,  consolation,  circumscribed, 
circumference,  self-abased,  selfishly,  self-possessed,  self-condemned, 
postman,  listlessly,  testamentary,  text-book,  testimony,  magnifier, 
counterclaim,  counteraction,  counterpoised,  controversialist,  contra- 
distinction, intervening,  interspersing,  introactive,  entertainer,  intro- 
duce, enterprisingly,  interjection,  introduction. 

EXERCISE  XX 

Suffixes 

Housing,  ringing,  feeling,  deeding,  choosing,  cling,  breathing, 
hearings,  roofings,  lashings,  dealings,  rowing-the,  rehearsing-the, 
loosing-the,  inducing-the,  fearing-the,  amusing-the,  heirship,  steward- 
ship, horsemanship,  flagship,  herself,  yourselves,  itself,  feasibility, 
liability,  nobility,  instability,  polarity,  fertility,  vulgarity,  credulity, 
vitality,  solidarity,  brutality,  servility,  cordiality,  dexterity,  prosperity, 
eligibility,  applicability,  exhaustibility,  externality,  formality,  infidel- 
ity, principality,  frugality,  insolubility,  futility,  incompatibility. 

EXERCISE   XXI 

Halving  —  Secoxd  Section 

Pit,  pits,  pride,  prods,  paint,  punts,  played,  bleeds,  cuffed,  gifts, 
cautioned,  soothed,  strut,  streets,  split,  scolds,  suffered,  snorts,  beard- 
less, hovered,  detect,  elective,  native,  betrayed,  wound,  ward,  throats, 
roared,  cocked,  leagued,  effect,  rated,  turret,  toady,  Betty,  cracked, 
inhabited,  weeded,  mended,  tided. 


SUPPLEMENTARY  SENTENCE  EXERCISES     239 


SUPPLEMENTARY  SENTENCES 

In  all  these  exercises,  up  to  that  on  upward  and  downward  /and  r, 
whenever  /  or  /-  is  given  the  upward  stroke  should  be  used. 

EXERCISE  XXn 

Long  Vowels 

1.  Show  me  the  way,  and^  Joe  may  take  the  coach.  2.  They  say 
Eve  may  show  me  the  ball  and  the  cage.  3.  They  came  and  saw 
me  the  day  before  pay-day.  4.  Though  they  own  the  lake,  she  may 
take  a  row  each  day.  5.  All  who  saw  the  thief  may  see  the  rogue 
too.  6.  She  may  keep  the  peach  and  bake  me  a  cake.  7.  Job  Day 
and  Paul  Shaw  both  know  me.  8.  She  saw  the  rogue  rage  and 
shake  the  pole.  9.  Take  the  rake  and  poke  the  hay  before  the  sheep. 
10.  Though  they  saw  the  Maumee  leak,  she  may  leap  the  foam  and 
reach  the  beach. 

EXERCISE  XXm 

Long  and  Short  Vowels 

1.  They  may  see  the  enemy  in  the  valley  daily.  2.  The  king 
came  to  see  the  lame  lad.  3.  Bessie  saw  many  big  fish  in  the  dish, 
4.  The  cab  at  the  lake  should  take  us  to  the  mill.  5.  Joe  may  pull 
the  rope  and  ring  the  bell.  6.  Many  keep  cash  in  the  money  bag, 
but  many  lay  up  no  money.  7.  Ask  Johnny  if  Sue  may  make  me  a 
bowl  of  oatmeal.  8.  Bessie  and  Josie  go  to  the  shallow  pool  to 
bathe.  9.  They  saw  the  dumb  lad  push  the  dog  into  the  ditch  at  the 
back  of  the  mill.  10.  Jim  married  Rachel  in  May,  but  Jack  married 
Lizzie  in  March. 

EXERCISE  XXIV 

Diphthongs 

1.  I  should  like  to  lie  on  the  couch  and  have  my  book.  2.  Nina 
and  Myra  came  to  see  Roy  milk  the  cow.  3.  Isaac  Boyle  will  buy  it 
for  Eliza.     4.   Mile  will  have  the  book  on  botany  at  Rugby  in  May. 

1  The  word  cz;;t/ may  be  expressed  by  a  light  dot  on  the  line. 


240  APPENDIX 

5.  They  have  no  right  to  shake  the  boy  off  the  lounge.  6.  The  boy 
was  noisy,  and  I  took  him  out  for  a  ride.  7.  Uncoil  the  rope  and 
take  it  to  Isaac.  8.  The  teeth  in  the  mouth  of  the  shy  boy  look  like 
ivory.  9.  Roy  saw  two  lively  pike  in  the  bay  to-day.  10.  The  boy 
may  be  out  on  the  road  by  the  mill. 

EXERCISE  XXV 

COALESCENTS 

1.  Juno  was  the  rogue  who  should  have  had  the  rebuke.  2.  He 
had  a  mania  to  take  a  ride  on  each  mule.  3.  The  cameo  was  a  gem 
of  rare  value.  4.  She  saw  the  idiot  take  the  oil  for  the  lamp  into 
the    house.     5.  Will  Hugh  come  back  to  have  a  ride  on  the  Cuba? 

6.  Matthew  House,  Esquire,  was  a  lawyer  of  fame.  7.  Joe  should 
be  I'cady  to  assuage  the  fury  of  the  duke.  8.  They  should  now  allay 
the  fury  of  the  pneumonia.  9.  Julia  should  be  ready  to  take  a  ride 
in  Algeria.  10.  I  will  look  out  for  the  ague  if  she  will  take  Amelia 
to  Asia. 

EXERCISE  XXVI 

Concurrent  Vowels 

1.  Joanna  and  Louis  Leon,  of  Tioga,  are  both  poetic.  2.  By  thaw- 
ing the  ice  they  saw  the  fish  in  the  lake.  3.  Naomi  and  Viola  will 
buy  at  Niagara  a  book  on  biology.  4.  Leah  may  have  to  see  the 
payee  to-morrow.  5.  Josiah  Owen  and  Joanna  Hewitt  will  reach 
Fayette,  Ohio,  in  July.  6.  With  boyish  gayety  he  took  the  peony  and 
laid  it  on  the  piano.  7.  Matthias  will  empower  Josiah  to  make  the 
cube.  8.  My  panacea  will  aid  the  pious  Jewess.  9.  The  boyish  fellow 
took  the  poesy  to  the  idiot.  10.  lona  and  lola  took  the  bowie-knife 
to  Leah. 

EXERCISE  XXVII 

Upward  and  Downward  L  and  R 

1.  I  should  like  to  row  a  league  on  the  lake  in  the  Alps.  2.  See 
the  lame  boy  lug  tlie  heavy  lump  of  coal  to  the  rear.  3.  Nora,  the 
Irish  lady,  was  in  error,  for  Lucy  was  alive.    4.  Laura  shall  have  the 


SUPPLEMENTARY   SENTENCE  EXERCISES  241 

alum  to  give  to  the  umpire  to-morrow.  5.  We  saw  them  take  the  red 
shawl  out  of  the  shallow  pool.  6.  File  off  the  nail  in  your  shoe,  or 
you  may  become  lame.  7.  The  allopath  took  the  album  to  Albany 
to  show  it  to  Isabella.  8.  I  shall  take  my  manual  with  me  to  Manila 
on  the  Algeria.  9.  Harry  came  along  with  us,  but  was  feeling  poorly. 
10.  I  saw  Olney  Raleigh,  of  Lowell,  in  the  balcony, 

EXERCISE  XXVni 

Mp  and  Mb  Strokes 

This  exercise  is  introduced  because  it  is  largely  related  to  the 
strokes  /  and  r  and  therefore  could  not  have  been  introduced  earlier. 

1.  The  imp  fell  by  the  pump  on  the  damp  earth.  2.  We  will  em- 
bark for  Bombay  to-morrow.  3.  Jump  into  the  camp  and  take  away 
our  lamp.  4.  The  umpire  will  have  a  shampoo  with  Pompey.  5.  We 
have  ample  time  to  make  a  map  of  Pompeii.  6.  I  empower  you  to 
embalm  the  body.  7.  We  will  embargo  the  Empire  to-day.  8.  You  ■ 
should  aim  to  remove  the  ambiguity.  9.  Will  you  embody  it  in  your 
new  book  t    10.  The  dimple  impairs  the  beauty  of  the  belle. 

EXERCISE  XXIX 

S-ClRCLES 

1.  Samuel  Adams  takes  music  lessons  of  Elizabeth  Salisbury.  2.  If 
you  decide  to  deceive  and  disobey  Joseph,  he  will  ask  you  to  resign 
your  office.  3.  The  desk  was  dusty,  and  so  she  set  the  books  on  the 
safe.  4.  Sarah  says  she  knows  the  policies  are  in  the  south  side  of 
Jesse's  safe  at  Savannah.  5.  The  sink  was  of  zinc,  and  so  were  the 
basins.  6.  The  lazy  lass  lies  lifeless  on  the  Pacific  shore.  7.  It  was 
a  serious,  solemn  scene,  and  we  saw  a  look  of  sadness  and  despair 
on  the  face  of  the  young  sailor.  8.  Harrison  leaves  for  Mexico  the 
sixth  of  July.  9.  The  justice  sits  and  listens  to  each  speech  in  the 
case.  10.  James  Simpson  and  Alice  Johnson  were  together  at  Salem 
on  Sunday. 


242  APPENDIX 

EXERCISE   XXX 

Large  S-Circles 

1.  In  his  speech  to  the  masses  he  abuses  the  bosses  with  much 
emphasis.  2.  See  the  faces  of  the  lasses  as  they  notice  the  chaises  at 
the  races.  3.  The  taxes  are  excessive,  and  he  refuses  to  pay  them. 
4.  Caesar  will  give  a  synopsis  of  the  book  of  Genesis.  5.  It  em- 
barrasses our  nieces  to  receive  the  kisses.  6.  The  unsuspicious  fellow 
affixes  the  seals  to  all  the  leases  in  the  cases.  7.  It  will  be  necessary 
for  you  to  italicize  some  of  the  names  in  the  exercise.  8.  He  chooses 
to  buy  the  cheeses  and  the  molasses  at  Morris's.  9,  He  advises  me 
to  take  the  atlases  to  Cicero's  house.  10.  Moses  tosses  the  leases  to 
the  bosses  in  the  chaise. 

EXERCISE   XXXI 

St-Loops 

1.  The  guest  fell  on  the  staircase  and  lay  still  for  a  long  time. 
2.  Paste  a  list  of  the  costs  on  the  back  of  the  book.  3.  We  have 
missed  the  stains  on  Rollo's  vest.  4.  A  jest  may  be  serious  and 
cause  many  a  sting.  5.  We  have  many  stoves  in  stock,  which  you 
should  take  out  of  the  store.  6.  We  noticed  the  arrest  and  said  the 
police  had  been  just.  7.  The  stag  may  step  on  the  nest  and  cause 
the  young  to  leave.  8.  If  you  will  go  to  the  lower  story,  you  may 
see  a  sight  which  will  justify  study.  9.  They  say  the  ghost  was  seen 
in  the  mist  at  the  top  of  the  ship's  mast.  10.  To  pay  for  the  cost 
of  the  stamp  it  may  be  necessary  to  dispose  of  all  the  stock. 

EXERCISE  XXXn 

Str-Loops 

1.  Will  the  gamester  take  away  the  box  of  books  and  the  songster  ? 
2.  Our  pastor  will  leave  for  I^ancaster,  Texas,  on  Tuesday.  3.  The  im- 
postor was  embarrassed  by  the  bargemaster  at  Manchester.  4.  Master 
Dexter  will  take  the  music  to  the  chorister  for  you.  5.  Shall  I  allow 
Chester  Foster  to  stop  to  register  in  the  large  book .-'  6.  The  seal 
we  saw  in  the  tank  was  Tom  Foster's.     7.  Take  the  duster  and  shake 


SUPPLEMENTARY  SENTENCE   EXERCISES  243 

it  beside  the  banister  by  the  paymaster's  room.  8.  Will  your  master 
take  the  lobsters  to  Worcester  or  to  the  teamster's  store  ?  9.  The 
baggage  master  took  the  case  and  stood  it  in  the  passageway. 
10.  Lester  Munster's  name  should  be  on  the  muster-file. 

EXERCISE  XXXin 
Simple  Halving 

1.  The  cat  fell  into  the  pit  and  died  in  a  fit  a  few  minutes  after. 
2.  It  is  wise  to  avoid  the  use  of  tobacco,  for  it  may  check  the  life  and 
power  of  boys.  3.  The  soft  answer  of  the  good  boy  made  it  neces- 
sary for  the  bad  boy  to  indicate  that  he  had  failed  in  his  dishonest 
scheme.  4.  The  boy  put  the  fat  in  the  fire  and  saw  that  he  lacked 
not  fuel.  5.  The  star  of  the  show  stared  at  the  zealot  and  seemed 
to  think  that  she  had  not  good  sense.  6.  The  savages  would  accept 
the  best  beads  as  though  they  were  of  much  value.  7.  The  ship  had 
the  right  of  way,  and  after  an  early  start  steamed  into  the  bay  before 
any  vessel  of  the  same  size.  8.  The  ditty  that  they  sang  was  soft, 
but  the  music  had  a  good  effect  on  those  who  listened.  9.  The 
nicest  taste  is  necessary  in  the  arts;  and  if  she  possesses  it,  it.  will 
readily  become  evident.  10.  The  mule  kicked  the  bag  of  nuts  into 
the  bushes,  and  the  boy  hurried  away. 

EXERCISE  XXXIV 
H-TiCKS,  H-Strokes,  and  H-Dots 

1.  Will  Helena  have  to  take  up  harmony  at  Havana  ?  2.  Harvey 
Hill  will  hire  a  gig  and  take  you  home.  3.  Nahum  Hume  is  unhappy 
at  Hemlock  Lake,  but  he  will  adhere  to  his  task.  4.  I  saw  Ahab 
Hadley,  of  Haiti,  harrow  on  a  hill  in  the  Mohawk  Valley.  5.  I  have 
a  new  rawhide  whip,  with  which  the  Hawley  boy  will  do  no  harm. 
6.  Elihu  is  the  hail  fellow  in  Ohio  whom  we  all  like.  7,  We  had 
honey  and  hominy  for  lunch  on  the  hilltop.  8.  He  is  an  unhealthy 
boy,  but  we  admire  his  humanity.  9.  Hannah  fell  out  of  the  ham- 
mock and  had  to  be  carried  home.  10.  Horatio  will  help  you  to 
hang  up  the  heavy  ham. 


244  APPENDIX 

« 

EXERCISE  XXXV 

Small  W-Hooks 

1.  Wallis  and  Edwin  Welsh,  of  Winchester,  will  ride  Pope  wheels 
to  Winnebago.     2.   Wheeler  and  Wilcox  are  both  worthless  fellows. 

3.  While  out  in  our  sleigh  we  saw  Wolf,  the   miser,   on  horseback, 

4.  The  boy  swore  as  he  hit  Wimrick,  who  took  a  ride  on  his  wheel. 

5.  I  will  ask  Swayne  to  sing  before  we  go  to  swim.  6.  Young 
ladies  should  beware  of  such  unworthy  warriors.  7.  The  fellow  who 
pushes  that  wheelbarrow  certainly  is  worthless,  but  many  in  our 
Epworth  League  still  hope  to  save  him.  8.  We  have  whale-oil  for 
sale  in  our  warehouse.  9.  Irwin's  work  will  wear  him  out  because 
he  worries  so  much.  10.  The  swallows  should  beware  of  the  boys 
on  the  beach. 

EXERCISE  XXXVI 
W-    AND    Y-SeMICIRCLES 

1.  The  woes  of  the  king  keep  him  awake,  while  his  warriors  wage 
war  on  the  weak  enemy.  2.  The  yacht  Yankee  may  have  a  yellow 
ensign,  if  you  wish  me  to  make  it.  3.  The  wag  may  laugh  or  weep, 
hut  I  still  fear  to  walk  in  the  woods.  4.  The  wolf's  yelp  made 
the  small  boy  yell  with  fear.  5.  A  wide  road  passes  along  the  edge 
of  tlie  woods  ;  you  may  yoke  the  oxen  in  this  path.  6.  To  make  a 
success  of  the  voyage  to  PLurope,  we  must  have  unity  in  our  party. 
7.  To  outwit  the  young  Yankee,  we  must  unyoke  the  oxen  and 
unweave  the  whiplash.  8.  The  snow  may  wet  the  sail  of  the  yawl, 
but  Dora  will  soon  reach  yon  city  and  leave  on  the  large  yacht. 
9.  W'v^lxster  may  whack  the  team  with  his  wliip  and  watch  the  small 
hovs  fall  in  the  road.  10.  The  Swede  may  sweep  the  walk  and 
swing  his  switch   to  the  right. 

EXERCISE  XXXVII 

Lar(;e  W-Hooks 

1.  Ask  Joe  Dwyer  to  twist  the  rope  over  the  twigs  for  you.  2.  See 
Twillcr  twirl  his  mustache  as  he  watches  the  chap  from  Quebec. 
3.   The  face  of  the  quagga  was  seen  to  twitch  in  a  queer  way.     4.   An 


SUPPLEMENTARY  SENTENCE  EXERCISES  245 

answer  to  the  query  was  said  to  be  requisite  before  the  quest  was 
announced.  5.  Your  inquiry  for  guano  came  Saturday,  and  we  shall 
heed  your  request.  6.  The  lawyer  dwells  in  the  new  house  on  the 
hill,  opposite  the  stone  quarry.  7.  She  quietly  said,  "  Elizabeth  will 
quickly  require  a  quorum."  8.  When  the  earthquake  came  Dwight 
Quigley  was  seen  to  quake  with  fear.  9.  You  must  have  a  quick 
pace,  or  you  will  lose  the  quail.  10.  The  squire  will  soon  deny  what  he 
has  said  of  the  choir. 

EXERCISE  XXXVra 

L-HooKS  —  Regular 

1.  Clara  has  clear  blue  eyes  and  glossy  hair.  2.  Harness  Dapple 
and  ride  to  the  chapel  to  blow  the  bugle.  3.  Mabel  says  her  amiable 
uncle  has  many  apples  and  plums  on  his  farm  at  Clark's  Hill.  4.  One 
of  the  Black  boys  climbs  on  the  house  to  pluck  an  apple,  but  he  gets 
nothing  but  a  tumble.  6.  Pick  some  flowers  on  the  way, and  carry 
them  to  Jessie  Mitchell,  in  Plymouth.  6.  If  uncle  fails  to  shackle 
the  steam  shovel,  you  may  hear  a  wrangle.  7.  The  feeble  youth  may 
hurt  his  weak  ankle  if  he  goes  on  the  ice.  8.  The  Clark  and  Glass 
boys  sit  in  idleness  all  day  long.  9.  Uncle  is  engaged  in  clerical 
work  in  the  Globe  office.  10.  We  will  take  a  couple  of  baskets  of 
apples  to  the  club  on  Tuesday. 

EXERCISE  XXXIX 
R-HooKS  —  Regular 

1.  In  this  work  the  writer  traces  the  trials  and  troubles  of  the 
Greeks  up  to  the  triumph  at  Troy.  2.  Gray  will  be  pitcher,  and 
Hooper  Badger  catcher,  at  the  ball  game  on  Wednesday.  3.  We  saw 
Roger  Bridger,  the  traitor,  try  to  cross  Crow's  Creek  just  below 
Gray's  mill-dam.  4.  It  is  a  new  trick  for  Bridge  to  wager  money  on 
the  success  of  his  horses.  5.  Peter  Hopper  is  ill  with  measles  at  the 
home  of  Major  Thatcher,  the  checker  player.  6.  A  liberal  teacher 
will  address  us  in  the  library  on  Wednesday.     7.   Major  Price  agrees 


246  APPENDIX 

to  take  all  this  red  pepper  to  the  baker.  8.  The  rocker  broke  and 
dropped  the  preacher  on  the  grass.  9.  The  new  lodger  took  some 
crackers  to  Nagle,  the  bugler.  10.  The  air  was  oppressive  in  the 
large  crib,  but  it  is  agreeable  to  breathe  the  pure  air  here. 


EXERCISE  XL 

Irregular  Double  Consonants 

1.  We  saw  the  signal  at  the  mouth  of  the  channel,  placed  there  by- 
Mr.  Fry.  2.  He  obligingly  offers  to  see  Mr.  Fletcher  Keeler,  the 
author,  for  Ethel.  3.  It  is  cooler  here,  and  I  think  we  shall  be  able 
to  see  the  camels  just  as  well.  4.  Homer  is  sending  his  grammar 
to  Eleanor,  who  has  the  fever,  5.  Carroll  will  have  the  honor  of 
singing  before  the  famous  tenor's  brother.  6.  May  I  have  the  honor 
of  knowing  the  name  of  the  donor  of  the  thresher  ?  7.  Our  drummer 
will  look  out  for  new  customers  for  the  special  goods.  8.  His 
daughter's  generosity  enrages  the  miser  in  a  great  measure.  9.  His 
family  speaks  to  him  appealingly,  but  he  seems  not  to  hear  their 
cries.  10.  He  speaks  very  glowingly  of  the  success  of  this  novel 
steam  hammer. 

EXERCISE  XLI 

Intervocalization 

1.  Charley  is  too  partial  to  martial  music.  2.  George  Porter,  of 
Gurney,  will  enroll  on  Thursday.  3.  The  burly  fellow  rolls  the 
barrels  into  the  cellar  witli  ease.  4.  The  colonel  will  bring  suit 
against  the  railroad  authorities  in  May.  5.  The  lecturer  charges  too 
much  for  his  pictures.  6.  It  is  calumny  to  say  he  is  the  most  vulgar 
boy  in  the  college.  7.  Pearl  Varney,  of  Kalamazoo,  drew  a  charcoal 
picture  of  the  cardinal  for  the  attorney.  8.  Cheerful  Charles  is  on  a 
journey  through  the  Carolinas.  9.  Culture  and  accuracy  are  very 
desirable  qualities  in  any  young  person.  10.  We  saw  them  take  the 
burglar  to  jail  when  we  were  on  our  way  to  the  church. 


SUPPLEMENTARY   SENTENCE  EXERCISES  247 

EXERCISE  XLH 

Triple  Consonants 

1.  At  first  the  sober  drummer  took  cider  in  a  social  way  ;  now  he 
goes  on  a  spree  every  month.  2.  Is  it  possible  to  describe  such  a  dis- 
grace and  use  no  disagreeable  language  ?  '  3.  He  displays  an  eagerness 
to  settle  the  exclusive  care  of  the  farm  on  his  son,  who  is  very  suc- 
cessful. 4.  He  struck  the  strings  of  his  harp  and  produced  very 
agreeable  music.  5.  The  songstress  will  appear  at  our  vesper  service 
this  week.  6.  We  saw  him  stagger  in  his  stupor  when  he  lost  the 
stopper  from  his  flask.  7.  The  screw  steamer  sprung  a  leak  off 
Cyprus  and  soon  put  up  her  flag  of  distress.  8.  The  careless  scribe 
scratches  and  scrawls  in  a  style  which  is  scarcely  legible.  9.  Cedars 
and  cypresses  strew  the  shores  of  the  stream.  10.  Supply  the  sickly 
youth  with  physical  culture  as  soon  as  possible. 


EXERCISE  XLin 

Backward  N-Hooks 

1.  The  unscrupulous  officers  unceremoniously  enslave  the  travelers 
there.  2.  The  thoughts  they  have  inscribed  are  an  insult  and  nothing 
less.  3.  The  unsympathetic  fellow  only  laughs  at  the  speech  and 
says  he  knows  the  weaknesses  are  far  from  being  insuppressible. 

4.  My  nerves  are  all  unstrung  because  of  his  unscriptural  language. 

5.  The  unscrupulous  fellow  never  suffers  from  any  form  of  insom- 
nia. 6.  Through  all  his  insobriety  he  was  not  insane  enough  to 
ask  for  aid  from  those  who  caused  his  ruin.  7.  The  soldierlike 
bearing  of  the  colonel  gave  the  unscrupulous  gossips  a  basis  for  talk. 
8.  I  fear  the  invoice  of  silk  is  unsalable,  and  request  you  to 
settle.  9.  They  labor  unceasingly,  but  see  that  the  difficulties  are 
insuperable.  10.  As  I  see  it,  his  remarks  were  not  unseemly, 
but  uncivil.  11.  The  unsociable  fellow  was  remarkably  civil  to 
his  instructors. 


248  APPENDIX 

Students  should  be  urged  to  do  some  independent  phrasing  in  all 
subsequent  exercises. 

EXERCISE  XLIV 

N-HooKS 

1.  Dan  Brown  ran  to  aid  Simon  Ryan,  who  had  fenced  in  the 
lot  a  few  days  before.  2.  Ethan  Allen  and  Henry  Jones  are  in 
the  insurance  business  in  Clinton,  Maine.  3.  Stephen  Green  and 
Jonathan  Pullman  have  gone  to  France  to  buy  fancy  woolens  for 
Mansfield  &  Son,  of  Canton,  4.  He  took  his  chances  when  in  Kan- 
sas and  danced  with  every  lady  he  chanced  to  know.  5.  Jane  and 
Ellen  Dunn  will  take  the  bonnets  to  the  Spanish  milliner  on  Monday. 
6.  Eugene  has  taken  ten  of  my  fine  ripe  Florida  oranges.  7.  Ellen 
may  buy  fancy  fans,  fine  muslin,  and  woolen  gowns  at  Tyrone's. 
8.  Deacon  Jones  can  furnish  you  ten  coils  of  hempen  rope.  9.  They 
mean  to  detain  Spencer  in  the  dungeon  until  he  can  obtain  means  to 
pay  the  ransom.  10.  The  dunce's  expenses,  in  several  instances, 
were  paid  by  Jenny  Tompkins. 

EXERCISE  XLV 

F-HooKS 

1.  David  Gough  will  take  a  rifle  to  the  sheriff  for  you.  2.  Here  is 
an  exhaustive  review  of  the  McKinley  tariff.  3.  The  fugitive  will 
have  to  behave  now,  for  the  sheriff  has  taken  him  to  Fairview.  4.  He 
will  arrive  here  to-day  with  some  giraffes  and  mastiffs.  5.  Jeff 
Murphy  is  stone  deaf,  but  he  can  sail  his  skiff  on  the  river  in  any 
storm.  6.  The  defense  will  aim  to  divide  the  jury  in  the  Keefe 
case.  7.  The  sorrow  of  the  poor  slave  was  enough  to  move  the 
most  callous  observer.  8.  Your  horse  will  always  cough  and  puff, 
for  he  has  the  heaves.  9.  The  sensitive  fellow  will  starve  before 
he  will  ask  for  any  help.  10.  His  diffidence  causes  the  governor 
much  annoyance.  11.  The  diver  may  go  down  into  the  river  and 
heave  on  the  chain. 


SUPPLEMENTARY  SENTENCE   EXERCISES  249 

EXERCISE  XLVI 

Shun-  and  Se-Shun-Hooks 

1.  I  have  a  notion  to  visit  the  mission  of  the  Salvation  Army 
to-day.  2.  What  does  he  say  of  the  physician's  devotion  to  his  pro- 
fession ;  and  what  was  the  decision  as  to  compensation  ?  3.  Fashion 
is  nothing  but  the  science  of  imitation.  4.  I  am  happy  in  anticipa- 
tion of  the  reception  which  will  follow  the  exhibition.  5.  The  logician 
will  buy  fine  editions  of  fiction  for  us  at  Albany.  6.  Buy  the  station- 
ery and  the  dictionary  of  the  auctioneer  who  lives  at  the  junction. 

7.  He  has  a  visionary  idea  of  educational  conditions  in  this  section. 

8.  What  can  the  opposition  say  to  the  accusations  of  the  associa- 
tions ?  9.  I  have  some  hesitation  in  naming  him  for  the  position, 
for  I  fear  such  dissipation  as  he  daily  practices  will  be  his  ruination. 
10.  He  had  his  vacation  before  the  annexation  of  the  territory. 

EXERCISE  XLVn 

/     Lengthening  Principle 

1.  Arthur  Henderson  and  Luther  Anderson  will  take  the  orders 
for  another  week  at  least.  2.  Esther  Saunders  and  Ellen  Snyder 
will  visit  us  at  Easter.  3.  Our  alderman  says  that  his  ther- 
mometer registers  98°  in  the  shade.  4.  The  thunder-storm  was  so 
severe  as  to  shatter  the  shutters  of  the  west  windows.  5.  We  may 
buy  oysters  and  corn  fritters  at  the  chop-house  yonder  on  our  way 
from  the  theater.  6.  We  had  an  unusual  adventure  at  the  furniture 
store  a  little  farther  down  the  street.  7.  The  longer  you  linger  the 
harder  it  will  be  to  leave  your  father.  8.  The  singer  is  a  hard 
drinker,  and  his  family  is  suffering  from  hunger.  9.  Close  the 
damper  and  remove  the  clinkers,  or  you  will  smother  the  fire. 

EXERCISE  XLVm 

Prefixes 

1.  As  you  have  promised  to  be  circumspect  in  your  conduct,  I  will 
secure  accommodations  for  you.  2.  If  you  can  accommodate  me 
now,   you   may   accompany   me   when   I   circumnavigate   the   globe. 


250  APPENDIX 

3.  The  feud  which  exists  between  them  is  caused  by  their  incompati- 
ble tempers,  and  they  seem  to  be  irreconcilable.  4.  The  disease  is 
noncontagious;  but  we  were  unconscious  of  it  and  accustomed  to 
entertain  an  unconquerable  antipathy  to  it.  5.  He  was  magnanimous 
and  unselfish,  but  he  thought  he  saw  insuperable  obstacles  to  the 
ultimate  success  of  the  enterprise.  6.  The  introduction  of  word 
signs  and  contractions  into  each  lesson  facilitates  the  construction 
of  sensible  sentences.  7.  Your  delay  so  inconvenienced  us  that  we 
felt  obliged  to  contradict  a  clerk  who  said  he  had  given  the  order. 

8.  If  the  affair  is  not  carried  on  selfishly,  I  shall  not  interfere  with 
the  enterprise.  9.  Though  he  interposed  difficult  questions,  he  was 
neither  unreasonable  nor  full  of  self-conceit.  10.  Your  noncom- 
pliance with  my  request  has  put  me  to  no  little  inconvenience. 

EXERCISE  XLIX 

Suffixes 

1.  While  walking  on  the  beach  I  saw  a  man  bringing  some  of  the 
wreckage  to  the  shore.  2.  Knowing  the  advantages  of  having  our 
daughter  study  under  the  teachings  of  a  prominent  musician,  we 
have  arranged  to  have  her  study  with  Madame  Nordica.  3.  "  Do 
thyself  no  harm  "  is  a  Biblical  injunction  to  which  all  would  do  well 
to  give  heed.  4.  The  authorship  of  this  book  is  not  known,  but  by 
many  it  is  thought  the  responsibility  rests  upon  James  Lane  Allen. 
5.  Owing  to  the  unusual  vitality  which  was  possessed  by  Pope  Leo 
XIII,  his  life  was  spared  till  the  ripe  age  of  ninety-three.  6.  Self- 
denial  and  frugality  are  two  cardinal  virtues  which  all  should  endeavor 
to  practice.  7.  The  prosperity  of  the  weak  and  unworthy  is  often 
the  means  of  their  undoing.  8.  While  she  is  very  womanly  and 
blessed  with  great  social  possibilities,  I  must  say  that  I  dislike  her. 

9.  Those  who  take  honor  to  themselves  for  their  very  great  mentality 
should  reflect  whether  they  do  not  owe  much  of  it  to  their  fathers 
and  mothers.  10.  Avoid  being  vulgar,  for  vulgarity  links  one  to 
the  most  common  and  unhealthy  relationships.  11.  The  undue  pop- 
ularity of  tlie  smaller  boys  may  partly  explain  some  of  their  strange 
and  unmanly  habits. 


SUPPLEMENTARY   WORD-SIGN  EXERCISES  25  I 

EXERCISE  L 

Halving 

1.  I  am  quite  naturally  annoyed  at  not  having  received  the  goods 
last  night.  2.  The  painter  tipped  over  the  paint  pot  and  spilled  the 
paint  on  the  floor.  3.  Bartlett  and  Bradley  intended  to  notify  the  new 
establishment  of  their  decision.  4.  I  understand  that  you  hurt  your 
hand  badly  when  you  caught  the  striped  bass.  5.  If  you  are  willing 
to  accept,  notify  me  immediately  to  that  effect.  6.  The  goods  were 
left  in  the  yard  and  were  slightly  damaged  by  the  floods.  7.  I  warned 
him  that  it  was  a  prodigious  undertaking  and  that  he  was  certain  to 
be  treated  harshly.  8.  He  found  the  locket  in  the  road,  picked  it 
up,  put  it  in  his  pocket,  and  hastened  away.  9.  A  neatly  dressed 
lady  handed  the  note  to  the  porter  and  requested  him  to  give  it  to 
the  half-starved  old  man.  10.  Did  our^  agent  notify  you  that  we 
cannot  forward  you  the  goods  ordered  by  this  gentleman  on  the  2d 
instant  ? 

SUPPLEMENTARY  WORD-SIGN  EXERCISES 

All  sign  words  which  are  to  be  emphasized  in  each  letter  are  given 
in  italics.     Each  section  of  twenty-five  words  is  clearly  marked. 

EXERCISE  LI 

PuH  Word  Signs 

Princeton,  April  8,  1905. 
Messrs.  Prentis  &  Powers,  Publishers, 

Providence,  R.L 
Gentlemen  : 

Tho. principal  thing  that  =  we  =  zxo.  particular  to  ;  have  in  =  large  type 

is  =  the  little  sketch  we  =  inclose,  explaining  =  the /«r^^j-<?  =  of  =  the  =  book, 

which  ^probably  will  appear  in  =  the  front  --  of  =  the  -  same  ?l.s part-  of  - 

the  -  preface.     We  =  hope  it  =  will  express  clearly  the  spirit  in  =  which  s 

the  '  book  is  placed  before  -  tho.  public. 

1  Agent  and  gentleman  must  be  distinguished.  Write  the  former  with  the 
halved  «-stroke. 


252  APPENDIX 

It  =  will ;  be  =  a  surprise  to  =  us  if  =  the  book  does  -  not  meet  with 
instant  approval  by  =  the  peopk^vih.o  have  -  the  opportunity  to  =  come 
\n\.o  possession  of  =  it,  as  =  it  has  =  been  our  practice,  up  to  -  the  present  s 
time,  to  -'  send  =  out  only'=  that  -  which  -  is  interesting  as  =  well  =  as 
instructive. 

Any  =  further  information  in  =  regard  to  -  the  above  we  -  shall  gladly 
write  '  you  upon  application. 

Yours  =  truly, 

123  words.  H.  C.  PENFIELD  &  SON. 

EXERCISE  LII 

BuH  Word  Signs 

Boston,  Mass.,  February  8,  1905. 
Mr.  Albert  C.  Byers, 

Buffalo,  N.Y. 
Dear  ;  Sir  : 

Inclosed  please  =  find  plans  -  and  specifications  for  =  the  structure 
about  to  =  be  erected  on  Main  street  in  =  your  =  city,  just  behind  ^ 
the   customhouse. 

You  =  will '  =  remember  that  =  one  =  of  =  the  =  main  questions  brought  = 
forward  at  =  the  last  meeting  =  of  =  the  =  Board  =  of  =  Directors  was 
relative  to  =  the  object  we  -  had  '  in  =  showing  such  =  a  large  =  number  = 
of  =  ventilators  abo-'e  each  floor. 

By  looking  over  =  our  drawings  you  =  will  =  see  that  =  we  have  =  been 
able  to  '  overcome  =  the  above  objections  to  ;  a  great  extent  and,  besides 
dispensing  with  =  a  great  =  many  ventilators,  we  =  have  =  placed  them 
just  where  we  =  think  -  they  '  belong.  The  balance  =  of  =  the  =  plans  we  - 
bclie-cc  liave  =  not  =  been  =  the  subject  -  of  =  criticism. 

Hoping  that  our  ::  plans  will  meet  with  ;  your  approval,  we  '  =  are, 

Respectfully  =  yours, 
126  words.  BATES  &  BROWN. 


SUPPLEMENTARY  WORD-SIGN   EXERCISES  253 

EXERCISE  Lm 

TuH  Word  Signs 

Taunton,  Mass.,  November  10,  1905. 
Messrs.  Titus  &  Treager, 

Tiverton,  R.I. 
Gentlemen  : 

//  =  is  our  custom,  from  =  time  s  to  =  time,  to  =  send  =  out  a  =  card  to  = 
the  business  -  public  calling  its  attention  to  new  lines  5  of  =  goods'dis- 
played  at  --  our  store,  10  and  12  South  street. 

You,  as  =  a  patron  s  of  *  the  =  house,  need  =  not  =  be  told  that  what- 
ever our  statements  as'=  to  quality  -  of  --  goods,  etc.,  they  may  =  be  de- 
pended upon  as  =  the  truth.  Our  attitude  toward  our  customers  for 
ten  years  has  =  always  =  been  to'=  satisfy  them,  and  until  some  unfore- 
seen event  proves =the  contrary,  we  =  beg  to  =  tell  -  you  that  all  favors 
will  receive  our  prompt  attention. 

Thanking  you'for  past  favors,  and  hoping  to  =  have  ;  the  satisfaction 
of  ;  a  continuance  of  -  your  patronage,  we  --  remain. 

Yours  =  truly, 
1 17  words.  C.  T.  TINKER  &  SONS. 

EXERCISE  LIV 

DuH  Word  Signs 

Dedham,  Mass.,  December  10,  1905. 
Mr.  David  C.  Dickens, 

Maiden,  Mass. 
Dear  -  Sir  : 

Some  '  time  =  ago  you  placed  an  order  with  ;  us  for  ten  =  tons  =  of  = 
coal,  at  eight  dollars  per  =  ton,  to  -  be  delivered  during- the  month '  = 
of  =  October. 

Owing  to ;  the  long  duration  -  of  -  the  =  coal  strike,  we  =  have  =  not  = 
been  able  to  =  do  as  we  said,  for  we  =  did  -  fiot'receWe  =  a  single  ship- 
ment in  October.  Had  it  not  been  for  =  the  above  reason,  your  ;  order 
would  =  have  =  been  filled  long  -  ago,  notwithstanding  =  the  great'=  df- 
ference    in    prices    now    existing    and  =  those    quoted   you    at  -  the  = 


254  APPENDIX 

time  s  of  '  purchase.  We  =  have  ;  done  all  in  =  our  power  to=overcome 
all  obstacles,' and  s  will  =  complete  your ;  order  at  =  the  earliest  possible 
moment. 

Trusting  you  =  will  pardon  =  the  inconvenience  we  -  have  unavoidably 
caused  you,  we  .  are.  Respectfully  =  yours, 

123  words.  .  DUNCAN  &  DRAKE. 

EXERCISE  LV 

Chuh  Word  Signs 

Chicopee,  Mass.,  October  12,  1905. 
Mr.  J.  W.  Chase, 

Secretary,  Aid  Society, 

Charlestown,  Mass. 
Dear  =  Sir : 

Knowing  =  the  purpose  of  =  your  Society,  and  -  its  great  aid  in  =  the 
charity  work  of  =  your  large  city,  I  =  desire  to  =  call  =  your  attention  to'= 
a  case  which  =  has  recently  been  brought  before  =  me. 

A  '  woman  and  =  a  five-year-old  diild  are  living  at  9  John  street, 
in  =  very'destitute  circumstances,  and  =  a  visit  from  =  your  Society  at  = 
such  =  a  time  as  =  this  would  bring  7fiuch  cheer  to  =  each  of  =  them. 

Upon  investigation  I'=  think  =  you  =  will  ;  find  =  the  above  -  case  a  = 
very  worthy  ;  one,  luhichcixr  way  you  =  may  view  it. 

Yours  ;  truly, 
92  words.  CHESTER  C.  CHOATE. 

EXERCISE  LVI 

JuH  Word  Signs 

Jackson,  Ga.,  June  10,  1905. 
Messrs.  Jennings  <S:  Jones, 

Jessup,  Ga. 

Gentlcnicii  : 

We  =  wish  to  inform  -  you  that  in  =  addition  to  =  our  general  line  -  of  = 
goods  we  =  have  =  made  a-great  r//^7//^(?in  =  our  business  and  =  have'  -jiist-^ 
received  a  =  large  stock  of  new  importations  in  oriental  furnishings 
appropriate  for  =  a  gentleman' s  reception  =  room. 


SUPPLEMENTARY  WORD-SIGN  EXERCISES  255 

You  =  can  imagine  how  =  readily  they  ;  will  =  be  '  disposed  of  in  s  the 
month' oi'/afiuan;  and  =  we  =  would  sug'ges/  that ^ a.  call  at  =  our  rooms 
would  she  =  of  =  mutual  advantage.  There -is- danger  f  =of = the  =  wholes 
consignment  being  sold  immediately,  and  =  we  =  hope  we  may=be  = 
able  to  '  furnish  you  at  =  an  early  date  with  =  a  =  good  assortment'  =  of  = 
the  =  same. 

If  '  you  happen  to  -  have  knowledge  of  =  a  young  ;  man  =  of  ;  real 
intelligence  and  =  good  =  address,  who  -  would  like  to  =  make  =  a  '  place 
for  himself  in  =  our  business,  we  should  =  be  =  pleased  to  hear  -  from  = 
you.  We  ackttowledge  that  -  we  =  have  great  *  difficulty  in  securing 
intelligent  salesmen.' 

Hoping  that  -  you  ;  will  favor  =  us  with  ;  an  early  response,  we  -  are, 

Respectfully ;  yours, 
162  words.  O.  Y.  JAMETRI. 

EXERCISE  LVn 

KuH  Word  Signs 

Kansas  City,  Mo.,  October  11,  1905. 
Messrs.  Kellog  &  Kreager, 

Keokuk,  Iowa. 
Gentlemen  : 

We  =  desire  to  -call -yonx  attention  to  =  the  inconvenience  experi- 
enced by  =  us  because  -  of  =  the  =  difficulty  we  =  have  with  shipments  =  of  = 
the  =  common  building  brick '  due  on  our  account. 

It  =  is  =  now  quite  six  weeks  since  our  Mr.  =  Brown  called  at  =  your 
office  in  =  regard  =  to  =  this  same  =  matter,  and  '  ^according  to  =  your 
promise  then  made  to  him,  we  could  expect  another  car-load  of  5  some 
quality  within  two  weeks  at  =  the  latest.  Up  to'=the  time  =  of  =  writing 
not  =  a  car  has  come  into  =  our  yard,  and  =  we  =  have,  with  =  the  greatest  = 
of  =  care,  been  able  to  fill  but '  =  a  small  -  part  -  of  =  our  =  contracts. 

We  mw/^/  =  continue  to^do  business  with  you  under  existing; condi- 
tions, and,  =  unless  orders  are  filled  with  =  your  characteristic '  prompt- 
ness, can   only  say  that  =  we  =  shall  =  be  forced  to   discontinue   our 

relations  with  =  your  firm.         Vnnr<;  -  trnlv 

^  ^'''^^  '  ^'"'>'       KELLY  &  COATES. 
141  words. 


256  APPENDIX 

EXERCISE  LVra 

GuH  Word  Signs 

Green  Bay,  Wis.,  August  11,  1905. 
The  Gregg  Elevator  Company, 

Grand  Rapids,  Mich. 
Gentlemen : 

Some  ;  time  =  ago  we  =  were  in  =  your  =  city  and  --.together  went;Over 
plans  for  =  the  =  construction  =  of  =  elevators  to  5  be  installed  in  ;  our 
new  office sbuilding.  Since  =  that  =  time  we  =  have  again --gone  over  = 
the  plans  you  -gave  =  us  and  now  find  we  -  have  got  to  -  make  many  = 
changes  in'=  their  =  construction  target  good  service,  owing  to  altera- 
tions that  have  =  been  made  in  =  the  interior  =  of  =  the  =  structure. 

It  =  would  =  be  =  of  =  great  assistance'to  =  us  if  -  you  =  could  give  s  us  =  a 
call  here  and  =  go  over  =  the  =  entire  ground  with  =  us,  thereby  enabling 
us  to  s  make  -  a  speedy'decision  as  to  =  the  =  matters  involved. 

Yours  =  truly, 
106  words.  GRIFFITHS  &  GRAVES. 


EXERCISE  LIX 

RuH,  Ur,  and  With  Word  Signs 

Rochester,  N.Y.,  March  14,  1905. 
]Mr.  Orville  C.  Rogers, 

Raritan,  NJ. 
Dear  =  Sir  : 

We  =  are  in  =  receipt  -  of  =  your  order  for  =the  temples  to  =  be  used  on 
silk  looms,  and  =  \vill  send  }ou  word  as  soon  =  as  =  they'«r^  ready  for 
shipment. 

We  =  are  aware  that  =  a  rather  difficult  problem  surrounds  =the  art  5 
of  =  silk  weaving  all  =  over  =  the  =  worlds  and  =  we  /r^//y'believe  that  in  ; 
this  temple   of  Lord  Kenton   we  -  have  =  found  =  the   solution  =  of  ;  it. 


SUPPLEMENTARY   WORD-SIGN  EXERCISES  257 

The  temple  is  well  adapted  to  any  class  =  of  =  work,' whether  regular 
or  irregular,  and  -  has  met  with  greatssuccess  wherever  5  it  =  has  been 
in  =  operation.  You  =  may  read  of  all  -~  its  strong  s  points  in'=  our 
catalogue. 

Trusting  =  that  where  you  s  can  you  =  will  =  favor  ;  us  with  further 
orders,  which  s  our  representative  will  get  off  in  5  the  =  most  prompt 
way}  we  =  are, 

Yours  '  truly, 

127  words.  RHODES  &  ORMOND. 

EXERCISE  LX 

Um  and  Ump  Word  Signs 

Memphis,  Tenn.,  May  15,  1905. 
Messrs.  Miller  &  Miner, 

Mansfield,  Miss. 
Gentlemen  : 

Your  ;  letter  =  of  =  the  =  12th  instant  to  Mr.  Manning,  asking  him  tos 
recommend  to  =  you  sonie  young  =  man  thoroughly  qualified  to  act  as 
your  stenographer,'  has  =  been  referred  to  me  for  answer. 

I ;  am  happy  to  say  that  few  business  fucji  who  have  engaged  a  s 
li'otnan  as  stenographer  have  =  had's  an  experience  similar  to  =  your 
own.  It  certainly  is  ;  not  impossible  to  secure  =  a  s  competent  female 
stenographer,  and  so  far  -  as  my  observation  goes  V-  must  say  -  that 
all  -^ouxi^' women  whom'=I=have  recommended  in  =  the  past  have 
seemed  to  -  give  most  satisfactory  service. 

However,  as  you  scc7n  to'know  just  what  you  need  and  =  have  some  = 

convictions    in  =  the  =  inatter,    I  ;  shall  =  have    two   young  ;  men   call  = 

upon  you  at  =  the  =  ofiice  of'=  your  magazine  on  Monday,  at  which  time 

you  =  might  avail  yourself  =  of  =  the  =  opportunity  to  =  give   each  =  of  = 

them  a  =  trial.    As  both  =  of  =  these 'candidates  will  =  be  persons  well  5 

known  to  me  personally,  you  =  can  hardly  make  =  a  mistake  in  choosing 

eitlier. 

Respectfully  ;  yours, 

168  words.  MANNING  MORTON. 


258  APPENDIX 

EXERCISE  LXI 

Um  and  Ump  Word  Signs  —  Continued 

^,     ^  ^   ,,  Boston,  Mass.,  November  14,  igoc. 

Mr.  Emery  G.  Mason,  -*'    y  o 

Manchester,  N.H. 
Dear  =  Sir : 

I  wish  once  more  to  -  call  5  your  attention  to  =  the  improvement  which 
somebody  has  tnade  in  =  the  5  immediate  vicinity  of  -  your  property  at 
Marion,  MassJ  This  =  matter,  to  =  my  -  mind,  is  of  =  great  =  importance 
to  ;  you  as  =  well  =  as  to  me,  as  1 5  may  -  have  remarked  in  -  my  former  » 
letter, 'to  -  which  I  =  have  received  no  s  answer. 

If  ;  it  =  seems  to  =  you  that  =  these  improvements  are  of  =  a  somewhat 
important  nature  and  =  sufficiently  so  to's  warrant  you  in  paying  your 
share  =  of  =  the  =  sii7n  which  =  has  =  been  expended,  you  =  may  send  = 
your  check  for  =  an  =  amoimt  which  =  you  =  consider  just.'  The  total 
cost  has  =  been  $420. 

Trusting  that  =  the  above  will  appeal  to  =  you  as  =  a  fair  statement  = 
of  =  the  .  mattern  "  am,  yours  .  respectfully, 

127  words.  A.  J.  MANTON. 

EXERCISE  LXII 

Un  and  Ung  Word  Signs 

,,     .,  ^        .      ,  Norwich,  Conn.,  November  14,  looi;. 

INIr.  Aorman  Cunningham, 

Newton,  Mass. 
Dear  ;  Sir  : 

We  sold  you  herewith  a  circular  from  =  one  =  of  =  our  corre- 
spondents /;/  =  England,  relative  to  =  the  establishment  of  =  a  plant  for  = 
the  manufacture  =  of  ;  cotton '  machinery  at  Nottingham.  In  -  our 
opinion,  any  =  one  having  money  on  hand  could  =  7wt  =  do  better  =  than  to 
buy  =  the  stock  of  =  this  jv^v/V;,^  corporation, 'as  we  = /'«<7i£/ of  ;/^  ;  more 
reliable  and  ;  progressive  set  =  of  =  men  than  those  =  connected  with  = 
this  company.  Another  -  tiling  />/ =  this  circular  that  =  has' impressed  = 
us  as  =  a  practical  claim  is  =  the  fact  =  that  =  the  Utiglisk  market  offers 
cheap  labor  =  and  reduced  cost  ;  of  =  raw  material  ;  hence  their  saving' 


SUPPLEMENTARY   WORD-SIGN   EXERCISES  259 

in  --  the  s  cost  -  of  =  production  will  enable  them  to ;  sell  =  their  machinery 
at  s  a  price  which  =  is  =  considerably  under  s  our  own  in  s  this  -  country 
and'still  leave  =  a  margin  to  =  declare  a  -  liberal  dividend.  While  we  s 
do  '  not  wish  to  injiuence  you  unduly  in  ;  this  -  matter,  we  -  think  = 
that  we's  have  never  before  known  of  =  a  proposition  of  =  such  =  a  nature 
as  to  justify  =  us  in  --  calling  your  attention  to  -  it. 

If  =  you  i  should  =  decide 'in  ;  the  near  future  to  invest  money  ins 
this  enterprise,  we  should  -  be  =  pleased  to  =  have  =  you  use  our  name 
whe7i  corresponding  in  =  reference  to';  the  =  matter. 

Yours  =  respectfully, 

202  words.  NEAL  &  UNGLAUB. 

EXERCISE  LXm 

Un  and  Ung  Word  Signs  —  Continued 

Boston,  Mass.,  January  15,  1905. 
Mr.  Nathan  Norcross, 

New  London,  Conn. 

Dear  -  Sir : 

I  5  ami  going  to  hold  another  sale  =  of  =  about  one-hundred  choice 
water  colors  and  oil  paintings  at  =  my  studio.  These  may  =  be  seen 
on 'exhibition  the  afternoons  -  of  =  «^.r/ week,  these  being  =  the  only  ^ 
times  when  =  I  =  shall  =  be  in  -  attendance.  None  =  of  =  these  pictures 
have  =  ever  s  been  shown'at  any  previous  public  exhibition,  nor  =  have  = 
they  been  viewed  by  any  but  my  closest  friends,  notwithstanding  some  = 
of  =  them  have  =  had  most  favorable  =  comment'from  ////7z/^« //a/ persons. 

I  =  trust  that  I  -  may  see  =  you  some  afternoon  next  week  uftiess  = 
that  -  time  proves  to  =  be  entirely  unsatisfactory  to  =  you,  in'=  which  5 
case  I  =  shall  take  great  =  pleasure  ///^showing  them  to  =  you  in  private. 

From  reliable  sources  I  =  have  =  the  information  that  our  New  = 
Haven '  friends  wefit  on  =  their  long-expected  tour  to  =  Europe  last 
week.  As  neither  -  of  -  them  has  =  been  there  for  =  the  past  two  years, 
we  ;  may'look  for  ione  or  two  masterpieces  upon  their  return. 

Sincerely  =  yours, 
159  words.  NILES  F.  NAY. 


260  APPENDIX 

EXERCISE  LXrV 
Thuh  Word  Signs 

Bath,  Me.,  September  12,  1905. 
Messrs.  Thurston  &  Co., 

New  =  York  =  City. 
Gentlemen : 

Within  =  the  last  three  weeks  we  =have  disposed  =  of  =  about  =  one  = 
thousand  copies  of  =  your  two  publications  without  much  effort  on  our  = 
part,  and  =  thought' ^  you  would  like  to  hear  5  of  ;  our  success  with  =  these 
books.  We  =  think  =  that  -  this  is  =  a  very  =  good  showing  for  =  the  very 
short  =  time'they  have  =  been  before  =  the  people,  and  -  there  =  is  =  no  = 
doubt  that  -  those  =  who  do  =  not  yet  possess  either  of  =  thetn  can  =  do  no 
better'; ///CZ7/  to  avail  themselves  of  =  /"/«>  opportunity  to  secure  one  =  of  5 
these  volumes  ;  theti  we  =  think  =  they  will  desire  =  the  other. 

Though  we  ;  shall  probably' keep  =  you  informed  of  =  our  success 
from  =  time  =  to  =  time,  we  =  take  =  ////>=  occasion  to  =  express  our  thanks 
for  =  the  friendly  interest  you  have  shown'toward  =  us. 

^'ours  =  truly, 
127  words.  TIIADDEUS  LEATHERBEE  &  CO. 


EXERCISE  LXV 

SuH,  ZuH,   Shuh,  AX])  Zhuh  Word  Signs 

San  Francisco,  Cal.,  December  22,  1905. 
Mr.  Osgood  S.  Fisher, 

Sacramento,  Cal. 
Dear  =  Sir  : 

Your  =  letter  was  =  received  =  the  Jirst  of  =  this  week  and  =  has  ;  had 
our  usual  attention. 

We  =  shall  surely  use  all  our  influence  in  aiding  you'in  =  the  establish- 
ment of  =  your  headquarters  in  ;  this  =  city.  The  feasibility  of  =  your 
proposition,  which  =  is  so  clearly  stated  in  =  your  =  letter,  appeals  to  ;  us' 


SUPPLEMENTARY  WORD-SIGN   EXERCISES  26l 

strongly  and  =  we  =  have  =  no  =  doubt  =  of  =  the  =  ultimate  issue s of ;  the  s  plan. 
We  =  feel  -  confident  that  here=w  =  a  good  =  field  for  ;  your  line's  of  = 
work,  and  5  would  =  say  that  if  -  the  use  of  =  our  name  in  s  connection 
with  =  this  =  matter  will  =  be  =  of  ^  assistance  to  =  you,  it  s  will 'give  =  us 
pleasure  to  ^  have  =  you  Jise  it,  as  Mr.  -  Smith  has  =  always  felt  grateful 
to  s  his  benefactor. 

Trusting  ;  that  -  you  s  will  meet  with  such 'success  as  you  deserve, 

'  Yours  =  truly, 

131  words.  C.  F.  SHELBY  &  SONS. 


EXERCISE  LXVI 

LuH  AND  YuH  Word  Signs 

Lancaster,  Penn.,  July  15,  1905. 
Messrs.  Lewis  &  Elgin, 

Lebanon,  Penn. 
Gentlemen : 

Your  '  letter  asking  for  particulars  in  =  regard  to  ;  the  sale  of  =  the 
house  ;  and  -  land  now  in  -  the  hands  =  of  =  the  =  Builders'  Loan  Asso- 
ciation has'=  been  received. 

The  property  itself  is  ^iiell  located  in  =  the  best  residential  section 
of  =  this  =  city,  and  =  will  let  for  not  less  than  fifty  dollars' per  =  month. 
The  house  alone  is  held zt  $5000  and  =  is  =  worth  =  the  amount  required 
for  purchase,  and  although  of  late  perhaps  not'kept  up  to  =  the  usual 
standard,  a  =  very  =  little  outlay  linll  restore  it  to  =  its  original  state. 
We  hold  that  =  a  better  investment  could  =  not';  be  =  found,  and  inclose 
photograph  and  plans  =  of  =  the  -  dwelling,  showing  style  =  of  =  archi- 
tecture, etc. 

We  =  think  it  =  would  =  be  to  -your  advantage  to  =  come'into  posses- 
sion of  =  this  piece  =  of  =  real; estate,  and  should; be  =  glad  to  learti  that  = 
you  desire  to  negotiate  with  =  us  immediately  in  =  regard  =  to';  this  ; 

matter.  r>  ^.f  n 

Respectfully  =  yours, 

152  words.  WILLIAM  LEITER  &  SONS. 


262  APPENDIX 

EXERCISE  LXVn 

FuH  AND  VuH  Word  Signs 

Boston,  yiz.ss.,  February  ii,  1905. 
Mr.  Frank  C.  Vance, 

Fitchburg,  Mass. 

Dear  =  Sir  : 

It  =  is  =  -a,  fact  -  that  after  =  this  month  we  =  shall  change  our  present 
location  for  larger  quarters  and  =  shall  occupy  over  half  :^oi'-\h.Q.  = 
building'at  100  Summer  street.  However,  in  -^^  several  -  diZ.ys  after  our 
removal  we  =  shall  5  be  =  ready  for  business,  and  intend  to  -follow  along 
our  old 'lines;  besides, /r^^?  now  on,  carrying  even  a.  ^  full  stock  s  oi  : 
everythi?ig  pertaining  to  phonography,  as  we  very  often  have  s  had  calls  « 
for  supplies  in'=  the  past  by  persons  interested  in  =  that  kind  5  of  =  work. 

If '  you  =  are  ever  in  ;  the  --  market /^r  any  =  of  =  the  =  above  supplies, 
we  =  shall';  not  forget  to  show  you  every  attention,  and  =  trust  you  -  will 
bear  ;  us  in  mind  for  some  future  occasion. 

Yours  =  respectfully, 
119  words.  LOVELL  &  FOLEY,  Stationers. 

EXERCISE   LXVIII 

COALESCENT    AND    DiPHTHONG    WoRD    SiGNS 

Winthrop,  Mass.,  November  19,  1905. 

Messrs.  Watts  &  Yale, 

De  Witt,  Utah. 
Gentlemen  : 

Last  summer,  when  7iie  =  7C'ere  traveling  through  =  the  West  with 
Cook's  personally^conducted  tour,  Mrs.  Watson  and  J-were  delighted 
by  7vhat'-we  saw  going 'over  Georgetown  Loop  and  =  the  mountains 
beyo?id. 

Would  you  like  to  ;  purchase  for  ;  us  a  =  good  set  =  of  =  photographs 
of  =  this  =  Section  =  of  i  the  =  country, 'and  =  let  =  us  know  how  much  we '- 
are  indebted  to  =  you  for  -  them  } 


SUPPLEMENTARY  WORD-SIGN   EXERCISES  263 

We  s  found  ;  the  trip  both  interesting  and  instructive,  and  are  say- 
ing to'all  our  =  friends  who  have:not_;'i?/' taken  this  glorious  trip,  "All 
ye  who  =  are  worn  =  and  weary  cannot ;  do  better  =  than  visit  =  the  wild' 
and  woolly  West." 

Sincerely  -  yours, 

t03  words.  THOMAS  G.  WATSON. 


EXERCISE  LXIX 

Tick  Word  Signs 

Boston,  Mass.,  September  19,  1905. 
Mr.  Jacob  Jackson, 

Wellesley,  Mass. 
Dear  =  Sir : 

We  =  have  already  called  =  the  attention  of-  our  Mr. ;  Marsh  to  -  the  = 
matter  about  =  which  you  have  written  us,  and  =  he  will  surely  call  onJ 
you  at '  your  office  in  s  a  day  or  two.  If  =  he  should  =  not  =  be  =  able  to  = 
do  =  so  this  trip,  we=will=promise  you  that  =/;<?  =  will  see=you  before^th.^^ 
end  =  0/'-  the  =  next  visit  in  -  your  vicinity. 

Ife  =  is  a  =  man  whom  =  you  =  can  trust  with  =  a  Iist'=  ^^  those  s  who 
owe '  you  large  bills,  and  =  we  =  feel  sure,  too,  that  =  you  =  will  =  find  him 
<z// =  that  =  we  =  have  claimed  for  ;  him  in'=  the  s  way  =  ^;  ability  to -- 
make  prompt  collections. 

We  =  wish  you  to  =  feel  free  to  use  his  services  for  ;  the  work  which  s 
is  so  pressing,'/'///  -  we  request  that  =  you  do  =  not  detain  him  more  = 
than  =  a  week.  He  ought  to  =  be  =  able  to  accomplish  much  in  -  that  - 
time. 

We'=  feel  that  =  you  =  are  ;  not  likely  to  -^  repose  too  =  much  -  confidence 
in  him,  as  we  =  have  always  found  him  most  deeply  absorbed  in  =  his  = 
work,'and  thoroughly  devoted  to  =  the  interests  of  -  his  employers. 

Yours  =  respectfully, 

184  words.  JOHNSON  &  WHIPPLE. 


264  APPENDIX 

GENERAL  DICTATION   MATTER 
The  North  Story  of  how  the  Robin  got  its  Red  Breast 

Long  ago,  in  the  far  north,  where  it  is  very  cold,  there  was  only 
one  fire.  An  old  man  and  his  little  son  took  care  ^  of  this  fire  and 
kept  it  burning  day  and  night.  They  knew  that  if  the  fire  went  out 
all  the  people  would  freeze  and  the  ^**  white  bear  would  have  the  north 
land  all  to  himself. 

One  day  the  old  man  became  very  ill,  so  that  his  son  had  every- 
thing to  "^  do.  For  many  days  and  nights  the  boy  bravely  took  care 
of  his  father  and  kept  the  fire  burning.  But  at  last  he  got  so ^°°  tired 
and  sleepy  that  he  could  no  longer  walk. 

Now  the  white  bear  was  always  watching  the  fire.  He  longed  for 
the  time  when  he  ^-^  should  have  the  north  land  all  to  himself.  When 
he  saw  how  tired  and  sleepy  the  little  boy  was  he  stayed  close  to 
the  fire  ^^*^  and  laughed  to  himself.  One  night  the  poor  little  boy 
could  keep  awake  no  longer  and  fell  fast  asleep. 

Then  the  white  bear  ran  as  ^"'' fast  as  he  could  and  jumped  upon 
the  fire  with  his  wet  feet  and  rolled  upon  it.  At  last  he  thought  it 
was  all  out,-'^'^  and  went  happily  away  to  his  cave. 

l]ut  a  gray  robin  had  been  Hying  near  and  had  seen  what  the  white 
bear  was  doing.  She  "-^waited  until  the  bear  had  gone  away.  Then 
she  flew  down  and  searched  with  her  sharp  little  eyes  until  she  found 
a  tiny  live  spark. -'''■' 

For  a  long  time  she  patiently  fanned  this  spark  w-ith  her  wings. 

Her  little  breast  was  scorched  red,  but  she  did  not  give  up.  After  ^'^ 
a  while  a  fine  red  blaze  sprang  up.  Then  she  flew  away  to  every 
hut  in  the  north  land.  Fverywhere  that  she  touched  the  ground  ^"^ 
a  fire  began  to  Inirn,  so  that  soon,  instead  of  one  little  fire,  the 
whole  north  land  was  lighted  up. 

Xow,  all  that  the  white  ^-''  bear  could  do  was  to  go  further  back 
into  his  cave  and  growl.  For  now,  indeed,  he  knew  that  the  north 
land  was  not  alP^'"  for  him. 


GENERAL   DICTATION   MATTER  265 

And  this  is  the  reason  why  the  people  in  the  north  country  love 
the  robin.  And  they  are  never  tired  of  telling  their  ^''^  children  how 
it  got  its  red  breast.  From  Flora  Cook's  MyfAs. 

382  words. 

The  Sponge 

"  What  is  a  sponge  ?     Can  you  tell  me,  May  ?  " 

"No,  Miss  Hall,"  said  May.  "  I  use  my  sponge  every  day,  but  I 
have  never  thought^* how  it  is  made.  Let  me  think.  Do  men  make 
sponges  as  they  do  cloth  and  many  other  things  ? " 

"  No  ;  people  used  to  think  a  ^^  sponge  was  a  plant,  but  that  is  not 
true.     It  is  a  little  animal." 

"  An  animal  !     How  very  strange  !     Where  is  its  home  .''  " 

"  Its  home  "^  is  in  the  great  ocean.  The  sponge  comes  from  an 
egg.  When  it  is  hatched  the  baby  sponge  sends  out  little  hairs 
which  help  it  ^'^'^  to  move  about  in  the  water.  As  the  baby  has  no  eyes, 
it  does  not  know  where  it  is  going  and  often  gets  a  hard  -^-^  bump." 

"  Oh,  Miss  Hall,  has  the  poor  baby  a  head,  ears,  legs,  tail,  or  arms  ?  " 

"  No,  May,"  was  the  answer,  "  it  has  none  of  those  ^^^ ;  but  it  has 
a  hole  called  a  mouth.  Soon  it  settles  to  the  sea  bottom.  With  its 
mouth  it  fastens  itself  to  something  and  never  '^'^  moves  from  that  spot. 

"  The  sponge  has  hard  and  soft  parts.  The  hard  part  is  called 
its  skeleton,  and  it  is  this  part  of  the  •^"'^  sponge  which  we  use.  The 
soft  parts  were  like  jelly  and  have  been  taken  out.  When  the 
sponge  was  alive  all  the  holes  were  filled"^ with  the  jelly. 

"  Sponges  are  not  all  of  the  same  form.  Some  are  cup-shaped, 
some  pear-shaped,  and  some  have  many  branches.  There  are  "^^^  some 
as  large  as  a  man's  head,  and  others  no  larger  than  an  egg. 

'•  Men  fish  for  sponges,  and  divers  go  into  the  water  and  "■^'^  tear 
them  from  the  rocks. 

"  When  they  are  taken  out  of  the  ocean  they  are  thrown  into  large 
tanks  of  water.  Then  all  the  soft  ^"'^  parts  are  beaten  out.  The 
skeletons  are  washed  and  dried  in  the  sun." 

"  How  many  strange  animals  there  are  in  the  ocean,"  said  May, 
"  and  ^-^  what  a  strange  picture  the  sea  bottom  would  make  !  " 

334  words.  From  Strong's  All  the  Year  Round  —  Winter. 


266  APPENDIX 

The  Blue  Jay 

No  bird  can  be  so  noisy  when  he  tries,  or  so  silent  when  he  thinks 
best,  as  the  jay.  If  he  is  stealing  or  thinks  ^^  he  may  be  suspected 
of  any  wrong,  he  slips  off  through  the  branches  so  quietly  that,  unless 
you  catch  sight  of  the  splendid  blue  and  ^"^  white  of  his  dress,  you 
will  hardly  know  what  he  is. 

But  if  he  is  with  two  or  three  jolly  friends  and  the  weather  is  ''^ 
pleasant,  he  fills  the  woods  with  his  screams  and  calls.  They  are  not 
sweet  sounds,  but  are  not  unpleasant  to  hear,  particularly  in  winter, 
when  -^"^  few  birds  are  here.  Some  are  like  a  hawk's  cry,  and  some 
like  an  ungreased  wheelbarrow. 

While  the  jay  is  making  these  sounds  he  often  ^^^  hops  up  the  tree, 
from  one  branch  to  the  next,  or  accompanies  his  cries  with  an  odd 
motion  of  his  wings  and  tail.  He  is  ^''°  a  good  deal  of  a  clown,  and 
as  a  pet,  amusing.  He  learns  to  speak  a  few  words,  which  is  a  great 
thing  in  a  ^"^  bird. 

It  is  not  safe  to  leave  valuables  about  where  he  can  reach  them, 
for  he  is  a  great  collector.  When  he  is  free  he  ^""^  gathers  acorns 
and  chestnuts  and  stores  them  in  hollow  trees. 

The  jay  has  without  doubt  planted  many  trees  where  they  would 
not  otherwise  have  been  ^'^  found  ;  for  he  drops  the  nuts  as  he  flies  off 
with  them,  and  if  they  fall  into  good  soil  the  jay's  children's  children 
long  after  ~^'^  may  gather  fruit  from  the  trees  that  will  spring  up. 

The  jay's  neighbors  do  not  like  him  particularly,  for  he  has  one 
very  bad  habit. ^'°  He  cannot  resist  egg  hunting.  But  for  this  he 
might  not  be  regarded  with  disfavor,  for  he  sometimes  renders  good 
service.  In  fact,  when  an  ^"^  owl  comes  into  the  woods  the  jay  is 
often  the  first  to  discover  him  and  announce  his  presence  to  the  other 
birds. 

The  jay  is  ^-°  closely  related  to  the  crow  in  this  country,  and  in 
Europe  to  the  jackdaw  and  magpie.  The  whole  family  are  talkative, 
bustling  birds,  very  light-  ''^''"  fingered  we  should  call  them  if  they  had 
fingers,  but  for  all  that  they  are  amusing,  and  we  should  miss  them  if 
they  were  gone.'^"^  From  Stickney's  Birii  World. 

375  words. 


GENERAL  DICTATION   MATTER  267 

The  Sparrow  and  the  Cat 

A  sparrow  was  sitting  on  the  top  of  a  fence  singing  a  sweet  little 
song.  An  old  cat  heard  him,  and  came  down  that  way,^*  When  the 
sparrow  saw  her  he  flew  up  into  a  tree.  The  old  cat  came  under 
the  tree  and  looked  up  at  the  sparrow,  and  ^°  the  sparrow  looked  down 
at  the  cat. 

"  What  makes  you  kill  poor  little  birds }  "  the  sparrow  said  at  last. 

"  What  makes  you  kill  poor  little  '^  bugs  ?  "  asked  the  cat. 

"Why,  I  must  have  something  to  eat,"  said  the  sparrow. 

"  So  must  I,"  said  the  cat. 

"  But  you  can  eat  mice  ^°^  and  ever  so  many  other  things,"  said  the 
sparrow. 

"  And  you  can  eat  crumbs  and  seeds,"  said  the  cat. 

"  I  can't  always  find  those,"  said  ^^^  the  sparrow. 

"  I  can't  always  find  mice,"  said  the  cat ;  "  and  besides  I  like  a 
bird  now  and  then  for  a  change." 

"  Well,  you  can't  ^°°  have  this  bird,"  said  the  sparrow  ;  and  away  he 
flew  to  another  field.  From  Turner's  £asy  Stories. 

163  words. 

What  Harold  did 

Harold  is  a  little  boy  who  always  wants  to  do  what  he  sees  other 
people  do.  One  day  he  saw  his  father  wind  up  the  ^  clock  and  set  it. 
"  I  think  I  could  do  that,"  he  said  to  himself. 

A  few  days  afterwards,  when  there  was  no  one  in  the  ^^  room,  he 
made  up  his  mind  to  try.  He  climbed  up  on  the  table,  reached  up, 
and  opened  the  door  of  the  clock.  Just  as  "^^  he  did  so  the  clock 
struck.  The  sound  startled  him,  it  was  so  near  and  loud,  and  he 
sprang  quickly  back  and  fell  to  the  ^°°  floor.  His  cries  soon  brought 
his  mother  to  the  room.     How  frightened  she  was  when  she  saw  him  ! 

"What  is  the  matter,  dear?  "  she  said  ^'^^  as  she  took  him  up. 

"  I  was  going  to  wind  up  the  clock  and  it  struck  me,"  answered  the 
little  boy.  His  mother  laughed  and  ^^"^  said,  "  Don't  try  to  wind  up 
the  clock  again,  Harold,  till  you  can  reach  it  without  standing  on  the 
table."  From  Turner's  Easy  Stories., 

170  words. 


268  APPENDIX 

What  the  Slate  wished 

The  schoolroom  was  very  quiet,  for  all  the  children  had  gone 
home.  The  sun  had  set  some  time  before,  and  there  was  only  a 
faint  ^^  light  in  the  room.  A  reading  book  and  a  slate  lay  side  by  side 
on  Harry's  desk.  He  had  forgotten  to  put  them  away.  All  ^^  at  once 
the  reading  book  said,  "  Well,  Slate,  if  I  could  n't  spell  any  better  than 
you  can,  I  would  try  very  hard  to  learn.  Now,''^  you  never  see  a 
misspelled  word  on  my  pages,  but  I  see  three  words  spelled  wrong 
on  you." 

"  I  can't  help  it,  Reader,"  said  the  ^°°  poor  slate.  "  It 's  no  fault  of 
mine.  You  see  that  careless  little  Harry  does  make  me  spell  so  that 
I  really  feel  ashamed  of  myself.^-^  A  little  while  ago  Mary  White 
had  me,  and  she  only  made  me  spell  one  word  wrong  all  the  time  she 
kept  me.  And  then  ^^'^  you  ought  to  see  the  answers  Harry  makes 
me  give  to  the  examples  ho  has  to  do  in  arithmetic  !  Oh,  dear  !  I  do 
wish  the  '^'''  teacher  would  give  me  back  to  Mary  White." 

183  words.  From  Turner's  Easy  Stories. 

Feathers  and  Fur 

Little  Polly  Patterson  was  dressed  in  her  new  winter  suit  to  go 
out  shopping  with  her  mamma.  Her  hat  was  trimmed  with  pretty 
feathers,  her  '^  cloak  had  a  border  of  white  fur,  and  she  carried  a 
white  fur  muff.  She  knew  that  she  looked  well,  and  she  wanted  her 
grandpapa  ^'^  to  see  how  pretty  she  was  in  her  new  suit.  She  went 
close  up  to  him  and  said,   "  See,  grandpapa  ;   don't  I  look  nice  ?  " 

(jrandpapa"'' lifted  his  hands  and  said:  "Dear  me  !  who  is  this 
dressed  all  in  feathers  and  fur  ?     Is  this  Polly  ?  " 

"  Ves,  sir,"  said  Polly,  with  a  "'^  smile. 

"  And  where  did  these  line  things  come  from  ?  "  asked  grandpapa. 

"  Oh.  they  came  from  Wx.  Prown's  store  down  on  Broadway," 
said  Polly. 

'•  They  had  ^-'to  come  a  good  many  thousand  miles  to  get  there," 
said  grandpapa. 

'•  Did  thev  't  "  asked  Polly. 


GENERAL   DICTATION    MATTER  269 

"  Yes.  In  the  first  place  somebody  away  off  in  ^^^  Asia  or  Africa 
had  to  catch  an  ostrich  and  pull  out  some  of  his  feathers.  The 
feathers  were  sent  across  the  ocean  before  Polly  could  "^  have  them 
on  her  hat.  And  somebody  up  at  the  far  north  had  to  catch  a  white 
fox  or  two  and  send  his  fur  over  ^^  rivers  and  mountains  before  Polly 
could  have  a  muff  and  a  border  around  her  coat." 

"  Is  this  a  true  story  that  you  are  telling,  grandpapa .?"  ^^^  asked 
Polly. 

"  Yes,  't  is  a  true  story.  What  do  you  think  about  it,  Polly  ?  "  said 
grandpapa. 

"I'm  too  little  to  think  about  such  big  things," -^'^  said  Polly. 

"  Well,  what  can  little  girls  think  about .''  "  asked  grandpapa.  • 

"  Oh,  they  can  think  how  nice  it  is  to  go  shopping  and  buy 
candy  !  "  ^"°  said  Polly.  "  I  '11  buy  you  some  to-day  if  you  '11  give 
me  the  money."  Grandpapa  made  a  funny  face  at  Polly  ;  but  he 
gave  her  '^'^^  a  ten-cent  piece. 

Then  Polly  went  shopping  ;  but  she  did  think  also  about  the  ostrich 
that  had  worn  her  pretty  plumes  in  the  hot  ^-^  desert,  and  the  white 
fox  with  big  bright  eyes,  a  pointed  nose,  and  a  bushy  tail,  and  she 
asked  her  grandpapa  to  tell  her  more  ^^^  about  them.  She  knew  that 
no  amount  of  money  could  have  bought  the  fur  if  there  had  been  no 
white  fox  that  needed  it  first  ^""  to  cover  every  part  of  its  body,  even 
to  the  soles  of  its  feet.  From  Stickney's  £ariA  and  Sky. 

3SS  words. 

The  Ovster 

When  we  see  the  oyster  and  its  shell  house  it  is  hard  to  believe 
that  it  came  from  an  egg.  The  egg  is  very  small. -^  After  being  sent 
into  the  water,  the  wee  baby  in  it  begins  to  grow.  It  has  a  perfect 
little  shell  when  it  is  hatched. 

The  '""  baby  oyster  is  a  lively  little  fellow,  and  for  two  or  three  days 
after  it  is  born,  swims  about  like  a  young  fish.  Then  it  "^settles 
down  for  life  by  fastening  itself  to  an  old  shell  or  rock  on  the  sea 
bottom.  Many  of  these  little  oyster  babies  do  not  ■'-''  live  to  be  grown 
oysters.     They  are  swallowed  by  other  sea  animals. 


270  APPENDIX 

The  oyster's  shell  is  not  pretty.  You  can  see  the  layers  as  they  ^^ 
have  been  built  up,  and  its  age  is  known  by  the  lines  of  growth  and 
also  by  its  size.  The  oyster  is  fit  for  food  ^^°  when  it  is  four  or  five 
years  old. 

The  shell  has  two  covers  joined  by  a  hinge.  Shells  that  have  two 
parts  are  called  bivalves. ^'^  The  oyster  can  open  and  close  its  shell. 
It  will  close  it  at  the  least  noise. 

The  shell  is  fastened  to  the  sea  bottom  by '^'"'  one  of  the  valves,  so 
this  valve  is  larger  than  the  other.  There  is  a  spot  on  the  white 
lining  of  each  valve.  It  is  ^^^  near  the  middle  of  the  valve  and  is  a 
dark  purple.  The  oyster  has  a  strong  muscle  which  is  fastened  to 
the  shell  where  you  ^"°  find  the  purple  spots. 

It  breathes  with  gills.  The  mouth  is  at  the  smaller  end  near  the 
hinge.  The  gills  and  mouth  have  little  hairs  ^^^  all  around  them. 
These  keep  moving  and  breathing  when  the  shell  is  open.  They 
push  the  water  into  the  mouth. 

Sometimes  oysters  are  found  together  ^"°  in  large  numbers.  They 
cover  the  bottom  of  the  sea  for  miles  and  miles.  These  places  are 
called  oyster  beds. 

A  bird  called  the  oyster  ^-^  catcher,  the  starfish,  and  the  crabs  are 
their  enemies  and  destroy  great  numbers  of  the  oysters. 

■lAi  words.  From  Strong's  All  the  Year  Round — Winter. 

Dew 

Farmer  Davis  was  going  to  the  orchard  very  early  one  morning  to 
gather  apples.  The  night  before,  he  said  to  his  little  grandson  who 
was  "®  visiting  him,  "  Edward,  should  you  like  to  go  with  me  in  the 
morning  ?  " 

"  Yes,  indeed  !  "  said  Edward  ;   "  please  don't  forget  to  call  me." 

His  grandfather '^'^  did  not  forget,  but  called  him  at  five  o'clock. 
As  they  walked  across  the  large  yard-,  Edward  said,  "Oh,  grandpapa, 
my  feet  are  very  wet  !  "^     I  did  not  know  that  it  rained  last  night." 

"  It  did  not  rain,"  said  his  grandfather.  "  It  is  the  dew  which  has 
wet  your  feet.^'"^  See  how  the  dewdrops  sparkle  when  the  sun  strikes 
them  !  " 


GENERAL   DICTATION   MATTER  2/1 

"They  look  like  millions  of  diamonds,"  said  Edward.  "The  grass 
and  flowers  are  covered  with  ^'^^  them." 

"  Yes,"  said  his  grandfather,  "the  flowers  and  grass  enjoy  drinking 
the  fresh,  cool  water." 

*'  But  how  did  these  drops  come  .-•  "  asked  Edward. 

"  The  earth  ^^^  gets  its  heat  from  the  sun,  not  from  the  air,"  said  his 
grandfather.  "  The  earth  and  all  kinds  of  plants  give  off  their  heat. 
So^'^at  night,  when  there  is  no  sun  to  give  them  more,  they  grow 
cold. 

"  When  the  air,  which  is  full  of  vapor,  touches  the  cold  ^°°  plants 
and  grass,  the  vapor  is  changed  into  little  drops  of  water,  called  dew. 

"  How  is  it,  Edward,  that  there  are  drops  of  water  on  ^^^  the  out- 
side of  a  pitcher  of  ice  water  ? "  asked  his  grandfather. 

"I  think  I  see  now,"  said  Edward.  "The  warm  air  in  the  room 
holds  ^^^  vapor  ;  but  when  it  strikes  the  outside  of  the  cold  pitcher, 
this  vapor  is  changed  into  drops  of  water.  But  do  you  know,  grand- 
papa, I  ^'^  used  to  think  those  drops  came  through  the  pitcher  ?  " 

His  grandfather  laughed,  and  said,  "  You  are  not  the  only  one  that 

has  thought  that." 

From  Strong's  All  the  Year  Round — Whiter. 
299  words. 


Robert  visits  the  Pigs 

"  Can  I  help  you  about  anything  this  morning  ?  "  asked  Robert  of 
James,  as  he  strolled  out  into  the  barnyard  after  breakfast. 

"  I  am  going  to  ^^  feed  the  pigs,"  said  James.  "  You  may  go  with 
me  if  you  like." 

Robert  did  not  seem  very  much  pleased  with  this  invitation,  and, 
as  ^°  James  looked  surprised,  he  said  : 

"  I  do  not  like  pigs,  they  are  so  dirty.  Besides,  they  are  always 
squealing,  and  they  live  in  such  a  "^^  disagreeable  place  under  the 
barn." 

James  smiled.  "  Come  with  me  and  see  our  pigs,"  he  said  ;  "  per- 
haps you  will  like  them  better  than  you  think." '"° 


2/2  APPENDIX 

James  had  a  large  wheelbarrow  with  him,  and  on  the  way  he 
stopped  in  a  fine  field  of  clover  and  cut  enough  of  it  to  ^^^  fill  the 
wheelbarrow  to  the  very  top.  Robert  helped  him  pile  up  the  clover, 
and  he  would  have  liked  to  wheel  the  barrow,  but  it  ^^°  was  too  heavy 
for  him. 

They  passed  on  into  another  field  where  Robert  saw  a  row  of  little 
houses.  Each  little  house  had  a  yard  ^'*  inclosed  by  a  board  fence, 
which  was  not  too  high  for  Robert  to  look  over. 

In  the  first  yard  was  a  fine,  large  sow  and^""  six  clean  little  pigs,  — 
four  of  them  white,  and  the  other  two  black  and  white.  They  were 
frisking  around  their  mother  and  playing  almost  as  ^^*  prettily  as  young 
puppies.  There  was  space  enough  in  the  yard  to  give  them  plenty 
of  room  for  their  frolic. 

Robert  was  so  delighted  with  -*"  them  that  he  wanted  to  feed  them, 
and  James  let  him  put  an  armful  of  the  sweet  clover  into  the  yard. 
"I  have  fed  them -'^  once  this  morning,"  said  James.  "They  had 
their  regular  breakfast  before  I  had  mine,  which  was  very  early." 

Robert  went  on  to  the  next  yard  ^^^  where  a  large  hog  was  lying 
contentedly*in  the  sun.  He  gave  a  cheerful  grunt  as  if  to  say  "thank 
you,"'  when  James  threw  some  ^'^  clover  over  the  fence. 

"  Here,  old  fellow,  are  some  acorns  !  "  said  James,  as  he  took  a 
handful  from  his  pocket  and  flung  them  over  into  ^"''^  the  clover  pile. 
"That's  right.      Hunt  them  up!" 

Robert  laughed  to  see  what  a  good  time  the  hog  was  having.  As 
he  went  on  he  ^'^  saw  that  all  the  yards  were  clean  and  so  were  the 
pigs.  There  was  a  trough  of  fresh  water  in  each  yard,  and  another 
trough  ■*" "  for  tlie  food. 

'•  1  thought  all  pigs  were  dirty,"  said  Robert. 

"  No.  indeed  !  "  said  James.  "They  like  to  be  clean  and  to  have 
room  to  '*'"  run  about.  They  need  to  root  in  the  earth  and  roll  in  the 
mud,  but  they  prefer  clean  earth  and  clean  mud  to  the  filthy  ■'''°  stuff 
they  often  get." 

"There's  a  great  difference  in  mud,"  said  Robert,  in  such  a  wise 
way  that  James  laughed. 

From  Eddy's  Friends  and  Helpers. 

470  words. 


GENERAL  DICTATION    MATTER  273 

The  Eagle 

It  is  hard  to  tell  just  how  the  bald  eagle  came  to  be  our  national 
emblem.  It  certainly  is  not  from  the  character  of  the  ^  bird,  for  he  is 
a  sort  of  tramp,  and  sometimes  even  a  thief.  1  think  it  must  have  been 
from  his  splendid  power  of  flight,^"  and  the  fine  appearance  he  makes 
when  he  is  soaring  high  in  the  sky.  An  eagle  with  his  great  wings 
outspread  looks  so  majestic  and  "^  so  powerful  that  he  might  easily, 
in  such  an  attitude,  represent  the  power  and  greatness  of  a  nation. 

Watch  a  bald  eagle  getting  his  dinner,^*"*  and  much  of  your  respect 
for  him  will  vanish.  If  he  does  not  steal  it,  he  picks  it  up  here  and 
there  like  a  street  ^'^  dog,  —  a  dead  fish  by  the  shore  of  a  lake,  or  a 
dead  lamb  which  the  dogs  have  killed.  He  often  watches  an  osprey 
or^^°fishhawk  till  he  sees  him  catch  a  fish,  and  then  chases  him  till 
the  hawk  with  a  scream  of  disappointment  drops  the  meal  for  which ^"^ 
he  has  worked.    The  eagle  picks  it  up  and  enjoys  the  ill-gotten  food. 

Let  us  try  to  gain  for  our  national  emblem  such  a  ^''°  reputation 
that  people  will  think  only  of  tlie  power  and  majesty  of  the  eagle  and 
forget  his  lazy  and  thievish  habits.  From  Stickney's  Bird  World. 

221  words. 

The  Robin 

Long  before  you  are  awake  the  robins  have  had  a  morning  meet- 
ing, sung  a  very  jolly  chorus,  visited  two  or  three  cherry  trees,  and 
by  -'"  the  time  you  have  breakfasted  and  come  out  to  play  they  are 
taking  a  second  meal  on  the  lawns. 

Watch  one  for  a  moment  and*'  then  try  to  tell  how  he  looks.  He 
is  larger  than  a  sparrow,  nearly  twice  as  large  ;  his  bill  is  longer, 
sharper,  and  is  bright  "^  orange  in  color. 

Robin's  head  is  wholly  black,  not  patched  like  that  of  the  spar- 
row;  his  back  is  brown,  and  his  breast  much  the  color  ^''°  of  your 
Jersey  cow. 

Instead  of  squabbling  and  scratching  in  the  middle  of  the  street  or 
flying  off  in  flocks  to  houses  or  tree  tops, ^-^  he  stands  straight  and 
diimiti?d,  his  plump  breast  showing  clearly  against  the  green  grass, 
or  runs  a  few  steps  and  then  draws  himself  up  stiffly  ^^'^  again. 


274  APPENDIX 

Fruit  is  very  dear  to  the  robin.  Cherries  in  summer,  strawberries 
in  spring,  and  cedar  berries  in  winter.  But  when  you  see  him  on  "^ 
the  lawns  he  is  hunting  for  food  which  only  a  fish  would  care  to 
share  with  him.  He  braces  himself  on  his  feet  and  pulls  ^  and 
pulls  till  the  poor  worm  he  is  seeking  has  to  let  go,  and  after  some 
hard  pounding  by  robin's  sharp  bill  it  is  carried  ^'^^  off  to  the  nest 
for  the  little  ones,  or  gulped  down  by  robin  himself. 

Mr.  James  Russell  Lowell  calls  the  robin's  nest  "an  adobe  house."  ^^ 
Perhaps  some  of  you  have  read  how  people  in  Colorado  build  houses 
of  dried  clay  which  bakes  in  the  sun.  This  is  called  adobe,  and  ^^ 
both  the  robin  and  the  swallow  know  how  to  build  in  this  fashion. 

Four  eggs  of  "robin's  egg  blue,"  laid  early  in  May,  hatch  into^"" 
very  ugly  and  very  hungry  youngsters.  Their  big  yellow  mouths  are 
opened  vvide  whenever  the  mother  or  father  comes  near.  These 
parents  are  kept  busy  ^^'^  all  day  and  every  day  for  a  fortnight  till  the 
young  birds  grow  big,  till  feathers  cover  their  naked  little  bodies, 
and  one  of  them  ^^"^  steps  to  the  edge  of  the  mud  nest  and  looks  out. 

This  is  an  anxious  time  for  the  parents.  Soon  the  boldest  young- 
ster tries  his®"''  wings  and  makes  for  a  neighboring  twig.  If  he  misses 
it  and  flutters  down  to  the  ground,  the  parents  fly  back  and  forth, 
making  a  ■*'^"' great  outcry  which  collects  many  other  birds.  If  no  cat 
comes  prowling  about,  the  little  one  tries  again  and  perhaps  gets 
safely  off,  but  often  *'^  a  bunch  of  gray  feathers  tells  the  sad  story  of 
his  short  life. 

When  the  young  birds  who  escape  all  the  dangers  from  cats  and  ^^'^ 
hawks  are  strong  enough  to  find  food  for  themselves,  the  parents 
build  another  nest  and  rear  another  brood.  Meanwhile  the  first  brood 
flies  each  night^'^to  some  neighboring  grove,  where  they  are  joined 
by  other  young  robins  from  miles  around.  The  birds  assemble  in 
such  numbers  that  the  pattering  of  ^"'^  their  wings  on  the  leaves,  while 
they  are  arranging  their  places  for  the  night,  sounds  like  falling  rain. 

Not  only  do  the  young  birds  come  ^-^  to  these  "  roosts,"  as  they  are 
called,  but  father-robins  also,  who  cannot  help  their  wives  after  sunset 
join  their  children,  or  perhaps  show  them  ^'''^  the  way. 

-"2  words.  From  Stickney's  Bird  World. 


GENERAL  DICTATION   MATTER  2/5 

The  Coal  Forests 

Try  to  imagine  yourself  in  a  forest  years  and  years  ago.  You  will 
not  meet  any  one,  for  this  was  long  ago  when  the  world  ^^  was  young, 
and  before  man  came  to  live  on  this  earth  of  ours.  It  is  a  strange 
forest  that  we  are  about  to  enter.  There ^° is  no  winter  there;  the 
trees  grow  all  the  year  round. 

You  know  how  your  plants  at  home  grow  and  bloom  in  the  hot 
days  "  of  July.  All  the  days  are  warm  July  days  in  this  forest.  The 
ferns  are  as  large  as  our  trees.  It  is  a  dense  forest,  ^°°  for  every  little 
seed  falling  into  the  warm  mud  below  sprouts  and  is  soon  a  large 
tree.  Do  you  think  that  much  sunlight  could  pierce  ^^  through  the 
many  branches.''  You  are  right;  it  could  not,  and  it  is  dark  and 
gloomy  among  these  great  trees. 

Hark  !  Is  that  the  chirp  ^^°  of  a  robin  ?  No  !  Here  we  have  trees 
without  birds,  a  forest  without  a  song,  for  there  are,  as  yet,  no  birds 
upon  the  earth. ^"*  The  only  sounds  to  break  the  stillness  are  the 
hoarse  croaking  of  a  strange  frog  and  the  chirp  of  a  grasshopper. 

Here  we  meet  our  ^°°  old  friends,  the  pines  and  the  firs,  and  see 
the  well-known  cones  waving  among  the  branches.  We  can  find 
plenty  of  water  plants  and  ^^  ferns,  but  not  one  flower  or  bright  berry. 

The  trees  spring  up  quickly  in  the  soft,  warm  mud.  The  leaves 
come,  fade,  and  fall  just  ^^^  as  quickly.  The  trees,  with  their  roots  in 
mud,  are  easily  blown  down.  They  are  then  buried  in  the  water,  and 
partly  decay.  This  matter  ^""  becomes  packed  so  closely  that  it  turns 
into  peat. 

Hundreds  and  hundreds  of  years  pass;  tree  after  tree  springs  up, 
reaches  its  height,  dies,  and  ^°°  decays  in  the  dark  below. 

Let  us  come  away  from  the  forest  now,  for  a  strange  thing  is  about 
to  happen. 

Look  !  Do  you  see  ?  ^^^  A  flood  has  covered  the  place  where  we 
stood  such  a  short  time  ago.  The  beautiful  great  trees  have  fallen 
upon  the  soft  bed  of  ^*'  mud  where  their  parents  and  grand  parents 
have  lain  for  hundreds  of  years. 

Now  the  mud  and  sand  are  settling  upon  them,  forming  shale 
and  ^'^  sandstone.     These  press  heavily  upon  the  beautiful  old  trees. 


276  APPENDIX. 

After  many  years  the  water  will  disappear  and  a  new  forest  will 
spring  up.    It  will  ^'^°  grow,  and  then  again  the  same  thing  will  happen. 

The  weight  becomes  greater  and  greater  as  these  layers  are  formed. 
The  trees  are  packed  more  ^^  and  more  tightly  until  they  become  one 
solid  mass,  called  coal.  p^.^^  Strong's  A//  the  Year  Round—  Winter. 

436  words. 

The  Ship  of  the  Desert 

The  home  of  the  camel  is  in  Arabia.  In  that  country  there  are 
many  miles  of  sandy  desert. 

We  use  ships  to  carry  goods  and  ^^  men  across  the  sea ;  in  Arabia 
the  camel  is  used  to  carry  goods  and  men  across  the  sand.  He  car- 
ries heavy  loads  over  the  scorching  ^"^  deserts,  and  for  this  reason  he 
is  called  the  Ship  of  the  Desert. 

No  horse  or  donkey  could  tread  where  the  camel  does.  Their 
hoofs  "^  would  sink  in  the  loose,  dry  sand.  But  the  foot  of  the  camel 
is  like  a  broad  pad  or  cushion,  and  it  spreads  out  as  ^"^^  he  puts  it 
down,  so  that  it  neither  slips  nor  sinks.  It  has  also  a  very  thick  sole 
to  protect  it  from  the  burning  heat^-^'of  the  sand. 

The  camel  is  able  to  go  for  a  long  time  without  food  or  water.  He 
can  do  this  because  he  carries  with  ^•''^  him  a  supply  of  both.  The 
hump  on  his  back  is  a  large  lump  of  solid  fat,  which  the  camel  is 
able,  in  some  strange  ^'"^  way,  to  use  as  food.  He  does  not  bite  it  or 
take  it  into  his  mouth,  but  it  wastes  away  and  grows  smaller  and 
smaller -""when  he  is  making  a  long  journey  with  little  to  eat.  If 
the  poor  camel  is  starved,  his  back  becomes  quite  flat. 

The  camel  stores  --'  up  a  supply  of  water  in  his  two  stomachs,  a 
part  of  which  is  lined  with,  masses  of  cells.  When  the  camel  drinks 
he  lills'-''-  these  cells,  keeping  the  water  in  them  for  future  use,  so  that 
he  is  not  thirsty  again  for  a  long  time. 

The  camel's  sense  of  -'''  smell  is  very  acute.  It  is  said  that  he  can 
detect  water  long  before  it  is  in  sight. 

When  he  is  carrying  a  burden  across  ^'-"  the  wild,  barren  places 
where  no  green   thing  grows  he  is  fed  with  a  few  dates,  beans,  or 


GENERAL   DICTATION    MATTER  277 

cakes.  Sometimes  he  finds  a  dry  thorny  ^-^  plant  to  browse  upon,  but 
when  other  food  is  gone  he  must  depend  upon  his  hump. 

In  a  caravan  there  are  often  thousands  of  camels.^^°  Without  them, 
merchants  could  not  send  their  goods  across  the  desert,  for  no  other 
animal  could  endure  so  long  a  journey  under  such  conditions. 

374  words.  From  Eddy's  Friends  and  Helpers. 

The  Owl 

No  one  can  mistake  an  owl.  In  every  country  where  owls  are 
found  (and  they  are  found  nearly  everywhere)  their  wise-looking, 
solemn  faces  are  ^  well  known.  What  is  it  that  gives  the  owl  this 
look,  so  grave  that  we  have  the  saying  "  wise  as  an  owl  " .'' 

Look  at  the  ^^  picture  and  notice  that  the  eyes  are  placed  far  for- 
ward, and  that  around  each  large  eye  is  a  broad  circle  or  disk  of  flat 
feathers."''  These  circles  of  feathers  make  the  eyes  seem  even  larger, 
and  go  far  toward  giving  the  bird  its  solemn  look. 

An  owl's  beak  and  claws  ^'^^  are  curved  and  strong.  They  resemble 
those  of  another  family  which  includes  the  hawks  and  eagles,  who 
also  live  by  violence. 

Hawks,  if  they  are  ^"^  robbers,  are  at  any  rate  like  the  robber  bar- 
ons of  old,  dependent  on  their  strength  and  swiftness  as  much  as  on 
surprise.  The  owl  is  ^^^  more  like  a  stealthy  thief,  and  his  success 
depends  almost  wholly  on  silence  and  secrecy.  Twilight  is  his  f;ivor- 
ite  time,  or  moonlight  nights.  His  feathers, ^''^  moreover,  are  edged 
with  such  soft  down  that  an  owl  might  pass  directly  over  your  head 
and  you  would  hardly  hear  it. 

Think  of  the  ^°"  whistling  of  a  pigeon's  wings  and  you  will  see  how 
remarkable  this  silence  is.  Here  is,  then,  the  secret  of  the  owl's 
success,  —  broad,  powerful  —^  wings  on  which  he  relies  for  stealthy, 
noiseless  flight;  large  eyes,  like  a  cat's,  which  gather  up  all  the  dim 
light;  and  sharp,  strong  claws -""  which  seize  and  tear  his  victim. 
An  owl  is  a  cat  on  wings. 

It  was  long  believed  that  an  owl  could  not  see  by  day,""''  and  that 
he  hunted  on  the  darkest  nights.  Probably  neither  statement  is  true. 
The  owl  can  see  as  well,  if  not  better,  in  the  daytime  ^'"'  than  we  can; 


2/8  APPENDIX 

but  if  there  is  no  light  he  cannot  see  at  all.  Why  does  he  hide  by 
day,  you  will  ask,  in  the  ^^  barn  or  belfry,  or  in  the  hollow  tree,  and 
only  come  out  at  dusk  ? 

If  a  pickpocket  had  a  certain  mark  by  which  every  one  ^''^  knew 
him  the  moment  he  appeared,  it  would  be  easy  to  avoid  him,  and  he 
would  probably  have  to  get  his  living  by  honest  work^"^;  the  owl  is 
known  the  moment  he  is  seen,  and  the  fuss  the  little  birds  make 
when  he  happens  to  appear  in  the  daytime  would  *°''  warn  his  victims 
and  keep  him  hungry  till  he  starved. 

No  one  who  has  seen  an  owl  surrounded  by  a  crowd  of  furious 
birds  scolding  ^-^  and  flying  excitedly  about  can  forget  the  scene.  It 
seems  as  if  they  were  calling  him  "rascal,"  "thief,"  and  "murderer." 
Sometimes  a  cheerful  little  chickadee,*^"  looking  over  an  apple  tree, 
puts  its  head  into  a  hollow  trunk,  and  instantly  his  feathers  bristle, 
and  he  calls  loudly  to  his  friends,  " There 's^'^  an  owl  in  here!  there's 
an  owl  in  here  !  " 

They  answer  in  the  greatest  excitement,  and  all  the  birds  round 
about  come  to  peer  in  ^"'^  at  the  villain.  You  can  imagine,  therefore, 
that  the  owl  does  a  better  business,  and  leads  a  more  peaceful  life, 
if  he  puts  off  his  ^-^  tour  of  the  orchard  till  evening. 

,  From  Stickney's  Bird  World. 

531  words.  •' 

MUSIC-POUNDING 

Oliver  Wendell  }Iol»!es 

I  have  been  to  hear  some  music-pounding.  It  was  a  young  woman, 
with  as  many  white  muslin  flounces  round  her  as  the  planet  Saturn  -^ 
has  rings,  that  did  it.  She  gave  the  music  stool  a  twirl  or  two  and 
fluffed  down  on  to  it  like  a  whirl  of  soapsuds  °'^  in  a  hand  basin. 
Then  she  pushed  up  her  cuffs  as  though  she  was  going  to  fight  for 
the  champion's  belt.  Then  she  worked  her '"wrists  and  hands,  to 
limber  'em,  I  suppose,  and  spread  out  her  fingers  till  they  looked  as 
though  they  would  pretty  much  cover  the  keyboard, ^'^  from  the  growl- 
ing end  to  the  little  squeaky  one.  Then  those  two  hands  of  hers 
made  a  jump  at  the  keys  as  if  they  were  ^-'' a  couple  of  tigers  coming 


GENERAL  DICTATION    MATTER  279 

down  on  a  flock  of  black  and  white  sheep,  and  the  piano  gave  a  great 
howl  as  if  its  tail  ^^^  had  been  trod  on.  Dead  stop  —  so  still  you  could 
hear  your  hair  growing.  Then  another  jump  and  another  howl,  as 
if  the  piano  had  ^'^  two  tails  and  you  had  trod  on  both  of  'em  at  once, 
and  then  a  grand  clatter  and  scramble  and  string  of  jumps,  up  and^**** 
down,  back  and  forward,  one  hand  over  the  other,  like  a  stampede 
of  rats  and  mice  more  than  like  anything  I  call  music.  I  like  ^'^  to 
hear  a  woman  sing,  and  I  like  to  hear  a  fiddle  sing,  but  these  noises 
they  hammer  out  of  their  wood  and  ivory  anvils^'*  —  don't  talk  to 
me ;  I  know  the  difference  between  a  bullfrog  and  a  wood  thrush. 

265  words.  ^'^"^  ^y^^'^  speaker. 

A  Trapper's  Story 

One  day  a  trapper,  whom  we  will  call  Beaver  Jim,  was  sitting  upon 
the  bank  of  one  of  the  frozen  rivers  of  the  West.  He  ^  had  had  a 
long  journey  on  skates,  and  was  now  resting,  while  his  skates  lay  on 
the  ground  near  him.  Suddenly,  without  any  warning,  he  ^'^  was  sur- 
rounded by  a  crowd  of  yelling  Indians.  His  quick  eye  at  once  saw 
that  they  were  on  the  war  path,  and  that  they  belonged  "  to  a  tribe 
that  was  strange  to  him.  He  knew  that  his  life  hung  upon  a  thread; 
many  an  arrow  was  fitted  to  the  string^*"'  and  several  tomahawks  were 
raised  near  him.  He  never  flinched  or  showed  the  least  sign  of  fear, 
but,  addressing  them  in  a  mixture  of  Indian  ^^  tongues,  he  asked  why 
they  were  upon  his  hunting-grounds.  One  of  the  tribe  understood 
him,  and  through  him  the  chief  said,  "The  Great  Spirit ^^° gave  these 
hunting-grounds  to  us,  his  children  ;  and  it  is  the  pale-face  who  in- 
trudes upon  them."  To  this  Beaver  Jim  replied,  "The  Great  ^'^  Spirit 
takes  care  of  all  his  children.  The  red-men  and  the  pale-faces 
are  brothers."  Just  then  one  of  the  Indians  noticed  the  skates  "^ 
and  asked  what  they  were  for.  A  ray  of  hope  darted  through  Jim's 
mind  as  he  answered,  "The  Great  Spirit  has  shown  the  pale-face ^"^ 
how  to  make  wings,  so  that  he  may  skim  the  ground  as  the  bird  flies 
through  the  air."  The  Indian  gave  a  grunt  and  expressed  ^^  a  wish 
to  try  them.     So   Beaver  Jim  fastened   them   on   the  Indian's  feet 


28o  APPENDIX 

and  started  him.  Instantly  he  fell  his  length  on  the  ice.^''^  Nothing 
dismayed,  he  rose  to  his  feet,  after  several  failures,  only  to  fall  as 
before.  Again  he  rose,  but  no  sooner  was  he  on  his  ^'^  feet  than  he 
fell.  All  this  amused  the  Indians,  who  were  roused  out  of  their 
usual  state  of  calmness  into  laughter.  Then  they  made  Jim  ^"^^  try 
them,  to  show  how  they  should  be  used.  He  played  queer  antics 
at  first,  pretending  that  he  could  not  stand.  Then  he  begged  his  ^^^ 
gun,  which  had  been  taken  from  him,  to  support  him  on  the  ice. 
Having  obtained  it,  he  began  making  circles,  which  he  ever  widened, 
until  ^'^  with  a  shout  and  a  yell  he  started  off  with  the  speed  of  an 
arrow.  The  Indians  were  so  much  astonished  that  before  a  bow*"" 
could  be  bent  and  a  shaft  sent  in  pursuit,  Beaver  Jim  was  out  of 
reach  of  their  arrows.  Many  a  night  after,  round  the  camp  *^  fire, 
when  the  men  had  eaten  their  supper,  did  Beaver  Jim  tell  the  tale  of 
how  he  outwitted  the  Indians  and  describe  their  blank  looks  *^°  as  he 
darted  away.  From  Cyr's  TAird  Reader. 

454  words. 

The  Squirrel's  Story 

Do  you  know  who  planted  that  little  butternut  tree  in  the  field? 
I  planted  it ;   I,  a  tiny  gray  squirrel. 

To  tell  the  truth,  I  -^  did  not  think  of  setting  out  a  tree  when  I 
dropped  my  nut  in  the  ground.  I  meant  to  leave  it  in  a  safe  place  ^^ 
until  I  was  ready  to  eat  it,  and  I  forgot  where  it  was.  The  first 
thing  I  knew  it  was  sending  up  a  fine  green  '^  shoot  through  the 
loose  earth. 

I  suppose  you  think  I  steal  your  nuts.  Please  remember  that  I 
plant  nut  trees,  too.     That  ought  to  be  ^°°  put  down  to  my  credit. 

I  have  a  very  pleasant  home,  high  up  in  a  large  elm  tree.  It  is 
carefully  hidden  so  that  the  ^^^  boys  may  not  see  it.  That  is  the 
most  important  thing  to  think  of  in  building  a  house. 

My  house  is  made  of  the  smallest  -^^^  twigs,  of  dry  grass,  and  of 
straw  that  I  found  in  the  field.  I  built  it  near  a  house  where  all 
the  family  are  kind  ^'"  to  me.  The  children  feed  me  with  apples 
and  nr.ts. 


GENERAL  DICTATION   MATTER  281 

I  have  had  some  happy  days  in  my  life,  but  I  have  had  some  sad  ^^^ 
ones,  too.  The  saddest  days  were  when  I  lost  my  two  little  children. 
The  brightest  child  I  ever  had  was  Chippy.  He  liked  to  ask^^® 
questions  and  look  at  every  new  thing  he  saw.  This  was  all  very 
well  if  he  had  been  a  little  more  careful.  One  day  when  ^^°  I  was 
away  Chippy  saw  a  box  under  the  tree.  Down  he  went  to  see  what 
was  in  the  box.  Of  course  you  know  what  ^'^  happened.  Chippy 
was  caught  in  a  trap. 

The  boy  who  had  set  the  trap  carried  Chippy  home  and  put  him  in 
a  cage.  He  was  ^"^  kind  to  the  little  fellow  and  gave  him  fruit  and 
nuts  to  eat.  Still  Chippy  was  not  happy.  He  longed  for  the  green 
trees  and^^^a  frolic  in  the  open  fields. 

For  several  days  after  Chippy  was  caught  I  was  very  unhappy,  but 
I  tried  to  be  cheerful  for  the  ^^°  sake  of  my  dear  little  Bushy  Tail. 
Then  I  lost  this  little  one  in  a  way  that  is  almost  too  sad  to  think  of. 

Bushy  ^^^  Tail  was  playing  in  a  tree  one  day,  running  up  and  down 
and  jumping  from  limb  to  limb,  when  some  boys  saw  him  among 
the  *°°  green  leaves. 

They  began  at  once  to  stone  him.  Poor  little  Bushy  Tail  ran  up 
the  tree  as  far  as  he  could,  but  at  last  ^^^  a  stone  hit  him.  For  a 
minute  he  clung  trembling  to  the  branch,  and  I  hoped  he  was  not 
hurt,  but  another  stone  struck  him  ^^°  and  he  fell. 

The  boys  shouted  when  they  saw  him  fall,  but  a  little  girl  ran  and 
picked  him  up  so  gently  that  I  have  *~^  loved  her  ever  since  that  day. 
1  was  his  mother,  but  I  could  not  help  him. 

She  carried  him  to  a  house  near  by  and  ^'"^  put  him  in  a  box  filled 
with  soft  grass,  but  the  little  fellow  was  badly  hurt.  Three  days 
later  I  saw  her  bury  him  in  ^^^  her  little  garden,  and  I  knew  his  pain 
was  over. 

I  went  home  feeling  that  I  could  never  be  happy  again,  but  a  great 
surprise  ^^'  was  in  store  for  me.  When  I  had  climbed  up  to  my  nest 
there  sat  Chippy  safe  and  sound. 

"  My  dearest  Chippy,  how  did  you  ^~^  get  out  of  the  cage  ?  "  I  asked. 

"Frank  let  me -out,"  said  the  joyful  Chippy.  "He  was  watching 
me  this  morning,  and  at  last  he*^°°said,  'Chippy,  I  don't  believe  I 


282  APPENDIX 

should  like  to  run  in  a  wheel  if  I  had  been  used  to  running  in  trees. 

1  think  those  ^^  wires  must  make  your  feet  sore.     I  am  sure  I  should 

like  my  own  home  better  than  this  dull  cage.     Chippy,  old  fellow, 

I  am  ^^^  going  to  let  you  out.' 

"  Did  n't  I  run  !     I  forgot  to  say  *  Thank  you,'  I  was  so  happy, 

but  I  think  he  knew  how  glad  ®^^  I  was." 

From  Eddy's  Friends  and  Helpers. 
677  words. 

The  Cat  Family 

Our  little  house  cat  belongs  to  the  same  family  as  the  lion,  the 
tiger,  and  the  leopard.  They  are  known  as  the  old  and  powerful  ^* 
family  of  cats,  and  though  pussy  is  small,  tame,  and  gentle,  she  is  not 
unlike  her  fierce  cousins  in  many  of  her  ways. 

All  cats  ^°  have  sharp  claws  which  can  be  drawn  back  until  quite 
out  of  sight.  They  walk  softly  because  their  feet  are  padded  with 
soft,  elastic  cushions.'^  Not  only  is  a  cat  one  of  the  most  sure-footed 
animals  in  the  world,  but  she  is  also  one  of  the  most  graceful. 

Cats  ^'^°  are  restless  creatures,  and  in  a  wild  state  they  are  prowling 
about,  day  and  night,  with  only  short  periods  of  rest.  Yet,  when 
they  are  ^^^  hunting  for  food  they  will  patiently  lie  in  wait  for  hours. 

It  is  the  nature  of  all  cats,  big  and  little,  to  pounce  upon  their  '^'"^ 
prey  and  not  to  chase  it.  No  cat  likes  to  run.  She  will  hide  from 
danger  if  she  can,  and  she  runs  only  when  she  ^"^  must. 

The  teeth  of  cats  are  sharp  and  pointed  so  that  they  can  tear  their 
food  in  pieces.  Their  tongues  are  rough  and  are  of  ^"^  great  use  in 
eating.  The  surface  is  covered  with  little  prickly  points,  which  also 
serve  pussy  in  the  place  of  a  brush  and  comb. 

A  ^'^^  cat's  whiskers  are  very  sensitive.  Even  to  touch  them  lightly 
sometimes  hurts  her,  and  to  pull  them  is  to  make  her  suffer  intense 
pain.  Little  -'''^  children,  who  do  not  know  what  delicate  nerves  are 
bound  up  with  their  cat's  whiskers,  are  often  the  cause  of  great  suf- 
fering to  their  pets.^'^ 

Have  you  ever  looked  at  your  cat's  eyes  ?  How  well  she  sees  in 
places  that  seem  dark  to  us  !  In  what  way  are  Uer  eyes  ^°°  different 
from  ours  ? 


GENERAL  DICTATION   MATTER  283 

At  noon  the  black  spot  in  a  cat's  eyes  is  only  a  narrow  slit,  but  as 
the  light  grows  less  bright,  the  ^'■^^  pupil  of  the  eye  grows  rounder  and 
larger.  In  this  way  her  eyes  gather  in  more  and  more  light  as  dark- 
ness comes  on,  so  that  ^^"^  at  twilight  she  can  easily  find  her  way. 
When  it  is  really  dark  her  sensitive  whiskers  help  her  to  feel  what 
she  cannot  see. 

Pussy's  ^'^  tail  is  part  of  her  backbone  or  spine,  which  is  made  up 
as  carefully  and  delicately  as  our  spines  are.  If  we  pull  a  cat's*"" 
tail,  we  run  the  risk  of  giving  her  as  severe  pain  as  we  should  feel  if 
our  spines  were  hurt.  From  Eddy's  Friends  and  Helpers. 

420  words. 

A  Vision  of  War 
Robert  G.  Ingersoll 

The  past  rises  before  me  like  a  dream.  Again  we  are  in  the  great 
struggle  for  national  life.  We  are  with  the  soldiers  when  they  '^  enlist 
in  the  great  army  of  freedom.  We  see  them  part  with  those  they 
love.  Some  are  walking  for  the  last  time  in  quiet,  woody  ^"  places, 
with  the  maidens  they  adore.  Others  are  bending  over  cradles,  kiss- 
ing babes  that  are  asleep.  Some  are  receiving  the  blessings  of  old 
men.  Some ''"  are  parting  with  mothers  who  hold  them  and  press 
them  to  their  hearts  again  and  again,  and  say  nothing.  And  some 
are  talking  with  wives,^*^"  and  endeavoring  with  brave  words,  spoken 
in  the  old  tones,  to  drive  from  their  hearts  the  awful  fear.  We  see 
them  part.  We  see  the  ^^^  wife  standing  in  the  door  with  the  babe 
in  her  arms,  — standing  in  the  sunlight  sobbing.  At  the  turn  of  the 
road  a  hand  waves  ^*°;  she  answers  by  holding  high  in  her  loving 
arms  the  child.     He  is  gone,  and  forever. 

We  see  them  all  as  they  march  proudly  away  ^'^^  under  the  flaunting 
flags,  keeping  time  to  the  grand,  wild  music  of  war — through  the 
towns  and  across  the  prairies  —  down  to  the  fields  of  ^"^  glory,  to  do 
and  to  die  for  the  eternal  right. 

We  go  with  them,  one  and  all.  We  are  by  their  side  on  all  the  ^"^  gory 
fields  —  in  all  the  hospitals  of  pain  —  on  all  the  weary  marches.  We 
stand  guard  with  them  in  the  wild  storm  and  under  the '^^^  quiet  stars. 


284  APPENDIX 

We  are  with  them  in  ravines  running  with  blood,  in  the  furrows  of  old 
fields.  We  are  with  them  between  contending  hosts,  unable"^ to 
move,  wild  with  thirst,  the  life  ebbing  slowly  away  among  the  withered 
leaves.  We  see  them  pierced  by  balls  and  torn  with  shells,  in  ^"^  the 
trenches,  by  forts,  and  in  the  whirlwind  of  the  charge,  where  men 
become  iron,  with  nerves  of  steel. 

We  are  at  home  when  the  ^-^  news  comes  that  they  are  dead.  We 
see  the  maiden  in  the  shadow  of  her  first  sorrow.  We  see  the  silvered 
head  of  the  old  ^^"^  man  bowed  with  the  last  grief. 

These  heroes  are  dead.  They  died  for  liberty  —  they  died  for  us. 
They  are  at  rest.  They  sleep  in  ^'^  the  land  they  made  free,  under  the 
flag  they  rendered  stainless.  Earth  may  run  red  with  other  wars ; 
they  are  at  peace.  In  the  midst  ^"'^  of  battle,  in  the  roar  of  conflict, 
they  found  the  serenity  of  death.  I  have  one  sentiment  for  soldiers 
living  and  dead  :  cheers  for  the  *-''  living  ;  tears  for  the  dead. 

,  From  Ingersoll's  Prose  Poems  and  Selections. 

430  words.  ^ 

Patient  Weavers 

Is  a  spider  an  insect  ?  If  you  have  thought  so,  you  have  been 
mistaken.  Insects  are  made  up  of  three  distinct  parts  ;  they  always 
have  ■^''' six  legs,  and  they  breathe  through  air  tubes  along  the  sides  of 
their  bodies. 

Spiders  breathe  through  lungs  as  we  do.  Their  bodies  are  in  ^^ 
two  sections,  and  instead  of  six  legs  they  have  eight.  They  have  six 
or  eight  eyes  on  the  top  of  the  head.  The  spider  spins  '^  from  her 
body  a  silk  so  line  that  wo  can  scarcely  see  it,  of  which  she  makes  a 
web  as  carefully  measured  as  if  she  ^""  had  a  foot  rule.  In  fact,  she 
has  a  useful  pair  of  compasses  in  the  shape  of  claws  at  the  ends  of 
her  forelegs. 

The  ^-■' spider  is  one  of  the  most  industrious,  cleanly,  and  patient 
workers  in  the  world.  More  than  six  hundred  separate  strands  go  to 
make  one  slender  ^'"  thread  of  her  web.  She  can  choose,  moreover, 
whether  she  will  spin  a  fine  or  coarse,  a  dry  or  spangled  thread  for 
the  particular  work  ^■■'  she  has  in  hand. 


GENERAL   DICTATION    MATTER  285 

In  an  hour  a  spider  will  make  a  web  more  than  half  a  yard  across, 
and  of  a  strength  wonderful  in  ^'^'^  proportion  to  its  size.  Steel  wire 
of  the  same  thickness  as  a  spider's  thread  would  be  less  than  two 
thirds  as  strong. 

The  spider  is  -~^  a  devoted  mother  and  will  die  with  her  little  ones 
rather  than  leave  them.  Some  kinds  of  spiders  carry  their  babies 
with  them,  while  others  ^'^  fasten  their  cradles  to  a  crevice  in  the 
wall.  Spiders  are  very  useful  to  us  in  destroying  the  flies  and 
troublesome  insects  that  annoy  us.^'^  Though  spiders  are  often 
called  cruel,  they  never  torture  their  victims,  but  kill  them  at  once 
by  means  of  a  poisonous  fluid  which  is  said  ^"^  to  deaden  pain. 

One  day  when  the  Scotch  king,  Robert  Bruce,  lay  sick  and  dis- 
couraged in  a  lonely  shed,  he  watched  the  patient  efforts  of  '^  a 
spider  to  repair  its  web.  Six  times  she  tried  to  throw  the  frail  thread 
from  one  beam  to  another,  and  six  times  she  failed.^''*' 

•*  Six  times  have  I  been  beaten  in  battle,"  said  Bruce.  "  I  know 
how  to  pity  that  poor  spider." 

But  the  spider  was  not  discouraged.  A  ^"^  seventh  time  she  flung 
her  thread,  and  this  time  she  succeeded  in  fastening  it  to  the  beam. 

Bruce  sprang  to  his  feet.  "  I  will  try  *'"' once  more,"  he  said,  and 
went  forth  to  victory.  Since  that  day,  the  story  goes,  no  member  of 
the  family  of  Bruce  will  injure  a  *^  spider. 

^^         J  '  From  Kddy's  Friends  and  Ifelpers. 

Britain  in  the  Old  Days 

Before  the  Birth  of  Christ 

A  long,  long  time  ago,  before  the  English  came  to  live  in  England, 
the  country  was  called  Britain,  and  the  people  who  then  lived  in  "^  it 
were  called  Britons.  Now  you  must  know,  and  keep  in  mind,  that 
Britain  in  the  old  days  did  not  look  as  England  does  now^";  and  that 
the  old  Britons  did  not  live  like  the  English  people  of  our  day,  or 
dress  like  them,  or  speak  as  they  speak.  I  "^  am  going  to  tell  you 
about  people  who  lived  two  thousand  years  ago.  Think  what  a  long 
time  that  is,  —  a  hundred  years  before  Christ  '^^^  was  born  ! 


286  APPENDIX 

Now  if  you  had  been  living  in  England  two  thousand  years  ago,  what 
would  you  have  seen  ?  I  am  sure  you  cannot  tell  ^^^  me,  so  I  will  tell 
you.  You  would  have  seen  the  same  hills  that  are  to  be  seen  to-day, 
and  the  same  valleys,  and  ^^°  rivers,  and  lakes.  But  little  else  would 
have  been  as  it  is  now.  You  would  have  seen  no  busy  towns,  no 
quiet,  cozy  villages,  with  ^'^  their  church  spires  peeping  out  above  the 
trees,  no  farms,  no  orchards  or  gardens,  no  paved  streets,  no  steam 
or  electric  cars,  no  big  cotton  ^"^  mills,  and  no  network  of  telegraph 
wires ;  but  instead  you  would  have  seen  great  forests  spreading  far 
and  wide,  where  the  wolf  and  the  bear  ^^^had  their  dens  ;  and  broad, 
still  pools  where  the  land  was  low  ;  and  patches  of  open  country  that 
the  plow  had  never  broken. 

Here  and  -^°  there  you  might  have  seen  a  number  of  huts  made 
of  wickerwork  and  mud,  with  no  windows,  with  only  a  hole  at  the 
top  to  ^'°  let  out  the  smoke.  They  were  built  on  the  edge  of  some 
forest,  with  a  ditch  dug  round  them,  or  trunks  of  trees  piled  up  ^°° 
in  front  of  them  to  keep  out  the  wild  beasts.  All  the  towns  they  had 
were  only  clusters  of  such  huts. 

And  how  did  the  ^-"  people  look,  you  will  ask,  in  those  dim,  long-past 
ages?  Well,  they  were  tall  and  fair;  they  had  blue  eyes  and  long  yellow 
hair.^"'"  But  they  looked  like  savages,  and  lived  like  savages.  They 
did  not  know  how  to  read  or  write.  Most  of  them  went  half-naked, 
with  ^'^  only  the  skins  of  wild  beasts  about  them  ;  and  they  stained 
their  faces,  arms,  and  breasts  with  a  blue  dye  to  make  themselves 
look  fierce.'*'"^  They  made  no  coins,  but  used  metal  rings  for  money. 
They  were  clever  in  basket  work,  as  savage  people  often  are  ;  and 
they  could  make  "•-'a  coarse  kind  of  cloth,  but  their  earthenware  was 
very  poor. 

They  had  basket-l^oats  made  of  twisted  twigs  and  covered  with 
the  skins  of """"' animals.  In  these  they  paddled  along  the  rivers 
to  catch  fisli.  They  killed  the  fish  with  spears  made  of  wood,  or  else 
caught  them  with  ^'''  hooks  made  of  bone.  Many  of  their  boats  were 
so  light  that  a  man.  or  even  a  boy,  could  carry  one  home  on  his 
back."'"  Many  of  the  old  Britons  were  hunters,  who  lived  on  the 
animals   they   slew,   and   on  the  wild  fruits  that  grew  in  the  woods. 


GENERAL  DICTATION   MATTER  287 

Some  ^^*  of  them  were  herdsmen,  who  lived  mostly  on  milk  and  the 
flesh  of  their  cattle,  A  few,  who  dwelt  in  the  south  and  were  less  ^^ 
savage,  tilled  little  patches  of  grain,  and  traded  with  merchants  who 
now  and  then  came  over  from  lands  beyond  the  seas. 

They  made  swords  of  *'®  copper  mixed  with  tin  ;  but  these  swords 
were  of  an  awkward  shape,  and  so  soft  that  a  heavy  blow  would  bend 
them.  The  Britons  made  ^'"' light  shields,  short-pointed  daggers,  and 
spears.  After  they  had  thrown  daggers  and  spears  at  an  enemy,  they 
jerked  them  back  with  a  long  strip  ®^^of  leather  fastened  to  the  shaft. 
At  the  butt  end  of  the  spear  or  dagger  was  a  rattle  which  the  warrior 
used  to  frighten  an  ^°°  enemy's  horse.  The  ancient  Britons,  being 
divided  into  as  many  as  thirty  or  forty  tribes,  each  with  its  own  little 
king,  were  constantly  fighting  with  ®"  one  another,  as  savage  people 
usually  do. 

They  were  very  fond  of  horses.  They  could  break  them  in  and 
manage  them  wonderfully  well.  They  were  '""  also  very  clever  in 
making  Avar-chariots.  These  chariots  had  a  large,  sharp-curved 
scythe  fastened  to  the  axle  of  each  wheel,  and  made  much  '-^  havoc 
when  driven  into  the  thick  of  the  fight. 

While  at  full  speed  the  horses  would  stop  at  the  driver's  word. 
The  men  within  would '^'' leap  out,  deal  blows  about  them  with  their 
swords,  leap  on  the  horses  or  upon  the  pole,  spring  back  into  the 
chariots,  and  as  soon  '"^  as  they  were  safe  the  horses  would  tear 
away  again. 

I  am  sorry  to  tell  you  that  these  old  Britons  did  not  know  the 
true  ^°  God.  They  used  to  worship  the  sun  and  the  moon,  and 
held  sacred  the  mistletoe  that  grows  on  the  oak  tree.  Their  priests, 
who  were  ^^^  called  Druids,  used  to  teach  them  that  their  souls, 
when  they  died,  would  go  into  the  bodies  of  beasts  ;  and  that  it 
was  right  and  ^^"  pleasing  to  their  gods  to  burn  their  enemies  whom 
they  took  in  battle.  These  Druids  had  very  great  power  among 
the  people.  They  settled  alP'^  disputes,  and  if  any  man  refused  to 
obey  their  orders,  he  was  treated  as  an  outcast  from  the  tribe.  The 
Druids  carried  on  their  worship  ^"''in  the  gloomy  shade  of  oak  groves. 
Sometimes  they  put  to  death  great  numbers  of  men  and  women,  as  a 


288  APPENDIX 

religious  oiTering  to  their  gods.®^  These  Druids  had  great  regard 
for  the  mistletoe.  When  this  plant  was  found  growing  upon  an  oak 
tree  the  chief  Druid  called  the  tribe  together  ®^°  on  the  first  day  of 
the  new  year,  and  with  much  show  cut  down  the  plant  with  a  golden 
sickle.  The  mistletoe  was  then  given  ^''^  away  in  pieces,  to  be  taken 
home  as  a  lucky  charm  for  the  new  year. 

At  Christmas  time  we  still  like  to  place  this  plant  ^***"'  in  our  houses, 
and  in  this  way  we  are  put  in  mind,  when  the  glad  holiday  comes, 
of  this  old  custom  of  the  Druids.  But  ^°^^  the  mistletoe  has  a  better 
meaning  for  us.  Living  and  bearing  fruit  in  winter,  when  other 
plants  seem  dead,  it  reminds  us  of  the  life  ^'^^°  that  neither  winter  nor 
time  can  kill.  From  Blaisdell's  SAori  Stories  from  English  History. 

1057  words. 

The  Story  or  the  Brave  Warrior  Queen 
Sixty-one  Years  after  the  Birth  of  Christ 

In  the  eastern  part  of  Britain  there  lived,  in  the  old  days  of  which 
I  am  telling  you,  a  British  queen  named  Boadicea.  She  was  ^^  the 
widow  of  a  king  who  had  ruled  over  a  large  and  warlike  tribe.  The 
Roman  general  who  commanded  in  Britain  at  this  time  had  '"'^  gone  to 
the  other  side  of  the  island  to  attack  the  Druids.  In  his  place  he 
left  an  oliicer  —  a  cruel  man  who  hated  the '°  Britons.  This  cruel 
officer  tried  to  force  Boadicea  to  give  up  her  land  to  him  ;  and  be- 
cause she  would  not,  he  ordered  her  to  be  ^'^'^  publicly  beaten  with  rods. 
So  the  proud  queen  was  scourged  in  the  presence  of  the  Romans, 
and  her  two  daughters  were  also  cruelly  treated. 

When  ^-"^  Boadicea  was  set  free,  she  called  upon  the  Britons  to  rise 
and  fight  against  the  Romans.  So  they  gathered  at  her  bidding  by 
tens  of  ^''"  thousands.  Standing  in  her  chariot,  with  her  long  yellow 
hair  streaming  in  the  wind,  a  large  golden  collar  on  her  neck,  a  loose 
mantle  fastened  ^"^  by  a  clasp  on  her  breast,  she  poured  forth  fierce 
and  fiery  words  to  the  warriors  around  her. 

"Know  you,"'  she  cried,  "what  these  bloodthirsty  ^"^  Romans 
have  dune  to  your  queen  !      If  you  are  men,  you  will  rise  and  sweep 


GENERAL   DICTATION    MATTER  289 

these  invaders  from  our  shores  !  Me,  a  Briton  queen,  they  '^^ 
scourged  in  the  presence  of  their  hired  legions  —  me  they  marked 
with  their  cruel  whips  !  Rise,  Britons,  fight  for  your  queen  and 
your  homes  or  ^^°  be  forever  slaves  !  " 

The  savage  Britons  answered  their  queen  with  furious  shouts  and 
with  the  clash  of  the  swords  and  shields.  She  led  them  against  ^'^ 
the  enemy  and  routed  the  Roman  army  with  great  slaughter.  Then 
she  turned  against  three  Roman  cities,  and  put  every  man,  woman, 
and  child  to  *"'  the  sword.  Seventy  thousand  of  them  were  slain. 
The  land  ran  with  Roman  blood ;  and  it  seemed  as  if  the  Britons 
were  once  more  to  ®-^  hold  the  island  as  their  own.  But  when  the 
news  came  to  the  chief  Roman  general,  he  hurried  back  with  his 
men,  and  fell  upon  ^'°  the  British  tribes.  The  brave  but  unskilled 
Britons  went  down  before  the  short  heavy  swords  of  the  Romans  like 
grain  before  the  scythe  of  the  ^'°  reaper.  Boadicea  herself,  when  she 
saw  all  her  hopes  gone,  and  nothing  but  a  life  of  slavery  before  her, 
took  poison  and  died,  we  are  ■*"**  told,  rather  than  fall  into  the  hands 
of  the  victor. 

In  spite  of  all  that  the  brave  Britons  could  do,  the  Romans  made 
themselves  masters  *'-^  of  the  country.  They  kept  many  thousands  of 
soldiers  in  it,  and  ruled  it  for  nearly  four  hundred  years.  At  the 
end  of  that  time  "'^'''  they  took  away  their  officers  and  soldiers,  because 
these  were  needed  in  their  own  land.  So  Britain  once  more  was 
left  to  itself. 

Under  the  ^'''  rule  of  the  Romans  the  Britons  lost  their  freedom,  but 
they  learned  a  great  deal  from  their  masters.  They  learned  to  build 
good  houses  and  ""'^'^  fine  roads,  to  have  better  clothes,  and  to  live  very 
much  more  comfortably  than  they  did  before  the  Romans  came. 
Often,  even  now,  when  men  ''-''  are  digging  in  England,  they  find 
things  that  were  used  by  the  Romans  in  these  old  times,  —  rusty 
coins,  pieces  of  plate  from  which  they  ^'"  ate,  of  goblets  from  which 
they  drank,  of  pavements  on  which  they  trod.  The  wells  which  the 
Romans  dug  give  water  yet  ;  and  the  roads  ^'^  which  they  made  are 
highways  still.  In  some  old  battlefields,  British  spearheads  and 
Roman  armor  have  been  found,  mingled  together  in  decay,  as  they 


290  APPENDIX 

fell  ®'"'  in  the  thick  of  the  fight.  Traces  of  Roman  camps  overgrown 
with  grass,  and  of  mounds  that  are  the  burial  places  of  Britona,  are 
to  ^^^  be  seen  in  many  parts  of  the  country.  Across  the  black  moors 
those  dreary  plains  in  the  north  of  England,  the  old  flattened  ridge 
of  ®^°  the  Roman  wall,  overrun  with  moss  and  weeds,  still  stretches,  a 
strong  ruin  ;  and  the  shepherds  and  their  dogs  lie  sleeping  on  it  as 
they  ®'^  tend  their  flocks  in  the  long  summer  afternoons. 

English  oaks  have  grown  up  from  acorns,  and  withered  away,  when 
they  were  hundreds  of  years  old,'°°  —  and  other  oaks  have  sprung 
up  in  their  places,  and  died  too,  centuries  old, — since  the  fearless 
captive  king  and  the  heroic  warrior  queen  fought '^^'^  so  bravely  for 
their  native  land. 

From  Blaisdell's  Short  Stories  from  English  History. 
731  words. 


How  THE  English  became  Christians 

About  600  }'t:a?-s  after  the  Birth  of  Christ 

When  the  I^nglish  first  settled  in  England  they  were  still  heathen, 
and  did  not  believe  in  the  true  (xod.  They  used  to  worship  the  sun  ^ 
and  the  moon,  and  other  pagan  gods,  and  even  springs  and  trees, 
the  sea  and  the  lightning.  One  of  the  gods  was  Thor,  the  thunder  ^° 
god,  whose  hammer  they  thought  they  heard  in  the  thunder-clap. 
Another  was  Woden,  the  great  god  of  war,  who,  they  said,  was  the 
father  "'^  of  their  kings.  The  English  named  the  days  of  the  week 
after  their  gods.  Thus,  Sunday  meant  the  Sun's  day,  Monday  the 
Moon's  day,  Wednesday  ^^"^  was  Woden's  day,  and  Thursday  was 
the  day  of  the  thunder  god,  Thor.  It  was  a  strange,  wild,  warlike 
sort  of  faith.  They  thought  that  '-'^  only  those  who  died  in  battle 
would  be  happy  forever  with  the  gods,  and  that  in  heaven  they 
would  hunt  or  fight  all  day,  and  ^^°  have  as  much  boar's  flesh  and 
ale  as  tluy  could  eat  and  drink.  When  a  chief  died  they  buried 
him  in  full  armor,  and  laid '"''his  sword  and  his  spear  beside  him. 
They  also  slew  his   favorite   horse   and   his  dog,   and   placed   their 


GENERAL  DICTATION    MATTER 


291 


bodies  near  his,  believing  that  they  ^^  would  be  of  use  to  him  in  the 
other  world. 

One  thing  the  Saxons  loved  above  all  others,  and  that  was  freedom. 
They  did  not -'-^  give  their  chiefs  very  great  power.  No  chief  nor 
king  could  make  a  new  law.  They  loved  justice,  and  they  set  each 
man  to  watch  -^°  every  other,  so  that  he  should  do  no  wrong.  If  any 
one  did  wrong  and  ran  away,  all  the  people  in  each  town  had  to  ^'^  pay 
a  fine.     They  were  thus  sure  to  watch  that  no  wrong-doer  escaped. 

In  the  place  of  this  worship  of  pagan  gods  was  slowly  **°  to  come  the 
gospel  that  told  these  fierce  warriors  of  peace  and  good  will  to  all 
mankind.  The  mountains,  the  rivers,  and  ancient  oaks  were  '^^  soon 
to  echo  back  the  worship  of  the  true  God,  and  not  to  remain  the 
objects  of  idolatry.  I  will  now  tell  you  of  an  ^^^  incident  that  paved 
the  way  for  it.  Though  the  Saxons  loved  freedom  for  themselves, 
we  are  sorry  to  say  that,  like  most  other  people  of  ^'^  their  time,  they 
had  many  slaves.  When  a  Saxon  noble  had  more  people  on  his 
land  than  he  needed,  or  more  slaves  than  he  could  ^"^  find  food  for, 
he  would  take  some  of  the  boys  and  girls  and  sell  them  as  slaves  to 
the  people  of  other  countries.  In  this  *^  way  English  boys  and  girls 
were  sent  even  as  far  as  Rome  to  be  sold  as  slaves.  When  they 
reached  the  Imperial  City  they  were  ^^°  taken  to  the  slave  market 
and  offered  for  sale.  Trembling  and  frightened  the  captive  children 
stood,  feeling  as  we  would  feel  if  we  found  ourselves  *~^  in  a  strange 
place  with  no  one  to  care  for  us,  and  not  knowing  one  word  of  the 
language  the  people  around  us  were  speaking.^*'" 

One  day  some  English  boys  who  had  been  carried  off  as  slaves 
were  standing  in  the  market  place  at  Rome,  waiting  for  some  one 
to  ^-^  buy  them,  when  a  kind-hearted  monk  named  Gregory  came 
walking  by.  When  he  saw  their  sweet,  fair  faces,  their  blue  eyes, 
and  their  golden  ^^*' hair,  his  heart  was  moved  with  pity  for  the 
children.  He  asked  a  keen-eyed  merchant  of  what  nation  they  were. 
He  was  answered,  "  They  ^'^^  are  Angles."  "  They  should  be  angels," 
said  Gregory,  "  for  they  have  the  faces  of  angels."  Then  he  asked 
what  country  they  came  from ;  and  when  ^""^  they  told  him,  he  said, 
"  The  praises  of  God  shall  some  day  be  sung  in  tliat  land." 


292  APPENDIX 

Years  went  on,  and  the  good  monk  became  ®^^  the  Pope  of  Rome, 
but  he  did  not  forget  the  poor  slave  children.  When  he  heard  that 
an  English  king  of  Kent  had  married  a  ^^°  Christian  princess  named 
Bertha,  he  sent  a  monk  named  Augustine,  with  forty  other  monks, 
to  go  and  preach  the  gospel  to  the  English.  The  monks  ^^^  landed 
in  Kent ;  then  they  sent  word  to  the  king,  telling  him  why  they  had 
come. 

King  Ethelbert  said  he  would  hear  what  they  had "'"'  to  say,  but 
he  dared  not  let  them  into  his  house  for  fear  they  might  bewitch 
him.  So  he  sat  on  his  throne  under  an  '-^oak  tree  ;  and  the  monks, 
marching  two  by  two  over  the  green  fields,  bearing  a  silver  cross  and 
a  banner  of  the  Saviour,  came  before  "''"him,  singing  as  they  came. 
When  Ethelbert  had  heard  all  they  had  to  say  about  the  true  God, 
he  said  to  them,  "  Your  words  and  "^  promises  seem  fair,  but  they 
are  new  and  strange  to  me,  and  I  cannot  at  once  give  up  the  gods  of 
my  fathers.  But  you  *'^"  may  stay  in  this  land,  and  I  will  give  you 
food  and  shelter  ;  and  if  any  man  will  believe  as  you  believe,  I  will 
let  ^~''  him."  And  he  gave  them  his  own  house  to  live  in ;  and  also 
gave  them  a  church  near  it,  which  had  been  built  in  the  ^^°  time  of 
the  Romans. 

So  the  monks  stayed  in  Kent  and  preached  the  gospel ;  and  after  a 
time  King  Ethelbert  and  many  of  his  people  ^'^  became  Christians. 
From  Kent  the  faith  spread  and  spread ;  and  one  hundred  years 
after  the  landing  of  Augustine  all  England  had  become  Christian. 
So  the '""'worship  of  Thor  and  Woden  passed  away;  and  the  "little 
angels  "  in  the  market  place  of  Rome  thus  became  the  messengers 
of  a  higher  and''-'^a  nobler  faith. 

We  must,  however,  remember  that  many  years  before  the  time  of 
Augustine,  soldiers  and  merchants  who  came  from  the  Continent 
began  to  ■'''' introduce  Christianity  into  Britain.  Scarcely  anything  is 
known  of  its  progress  in  the  island.  There  is  no  doubt  that  in  dif- 
ferent parts  of  the  country '^'^  rude  churches  were  built  and  other 
sacred  structures  were  erected  in  which  the  people  kept  up  a  regular 
worship.  P>om  Blaisdell's  S/iori  Stories  from  English  History. 

994  words. 


GENERAL  DICTATION    MATTER  293 

The  Legend  of  the  Poplar 

The  forest  trees  slept.  The  leaves  were  still.  Even  the  quiver- 
ing, shivering  poplar  leaves  were  quiet,  and  deep  was  the  hush  over 
the  whole  forest.^  Once  a  sleepy  little  bird  broke  the  silence  by  a 
call  to  his  mate ;  then  all  was  still  again,  until  nearer  and  nearer 
came  the  ^  cautious  footsteps  of  an  old  man.  He  entered  the  wood 
and  peered  carefully  in  every  direction ;  no  one  was  in  sight,  and  he 
went  farther  "into  the  wood.  With  every  step  dry  leaves  rustled, 
and  every  now  and  then  a  twig  crackled.  He  could  see  nobody,  to 
be  sure,  but  ^"^  the  noises  terrified  him.  He  was  startled  each  time 
a  twig  snapped,  and  he  kept  looking  nervously  over  his  shoulder. 
Still  he  saw  no  one,  ^^^  but  his  courage  rapidly  oozed  away  and  soon 
was  entirely  gone.  Another  noise,  and  he  thrust  among  the  thick 
branches  of  a  poplar  tree  a  ^^"^  heavy  round  object  that  he  had 
hugged  tight  under  his  cloak.  Then  he  turned  and  hurried  out  of  the 
wood  as  fast  as  his  stiff  ^"  old  limbs  could  carry  him.  Not  a  tree  woke, 
and  only  the  old  man  himself  knew  what  was  hidden  in  the  poplar  tree. 

The  next  ^*^°  morning  the  trees  awoke  to  see  a  most  beautiful  day 
dawning.  Only  the  afternoon  before  a  shower  had  washed  all  nature 
bright,  and  it  seemed  ^-^  this  fair  morning  as  if  some  of  the  beautiful 
rainbow  tints  still  lingered  in  the  air.  The  poplar  was  shaking  a 
few  last  drops  from  ^^^  its  leaves  and  looking  proudly  at  the  shade  it 
cast  —  for  the  thick  branches  of  the  poplar  were  straight  branches 
in  those  days  —  when  a  ^"^  cry  went  ringing  through  the  forest. 

It  was  the  voice  of  Iris,  beautiful  goddess  of  the  rainbow. 

"  The  pot  of  gold  at  the  foot  of  ^"^  the  rainbow  has  been  stolen ! 
Stolen!     Know  you  anything  of  it?" 

The  trees  all  shook  their  heads  in  denial.  Who  would  be  so  base 
as^'^^to  steal  the  pot  of  gold  from  Iris?     Not  they. 

On  sped  Iris  in  her  rainbow  colors  to  seek  Father  Jupiter.  She 
told  him  the  ^'''^  calamity,  and  the  anger  of  the  ruler  of  the  universe 
was  kindled. 

"  We  will  find  its  hiding  place,  my  daughter,"  he  said  ;  and  straight- 
way the  ^'^  eyes  of  Jupiter  were  turned  from  the  sights  of  Olympus 
to  those  of  Earth. 


294  APPENDIX 

"Who  knows  the  hiding  place  of  the  pot  of  gold?"  thundered **" 
Jupiter. 

"  Not  I,  not  I,  not  I !  "  chorused  the  trees. 

*'  Lift  up  your  branches  to  show  you  speak  the  truth,"  commanded 
the  mighty  Jupiter,  and  *^*  lo !  to  the  surprise  of  every  tree  and  to 
the  poplar  most  of  all,  from  the  branches  of  the  poplar  tree  fell  the 
treasure.  Scornfully  *^^  all  the  other  trees  looked  on  the  poplar,  and 
the  poor  poplar  shivered  and  trembled.  Soon,  however,  the  poplar 
straightened  and  stiffened. 

"  Never  again,"  it  *''^  solemnly  said,  "  shall  my  thick  branches  shel- 
ter the  stolen  goods  of  others  ;  always,  hereafter,  shall  my  branches 
point  straight  to  heaven  to  declare  my  innocence  ^°''  and  to  signify 
my  truthfulness." 

Long,  long  ago  this  happened,  but  the  arms  of  the  poplar  are 
upraised  even  to  this  day. 

,  From  Stone  and  Fickett's  Trees  in  Prose  and  Poetry. 

522  words.  -^ 

Lowell's  Early  Childhood 

James  Russell  Lowell  was  the  youngest  of  the  family.  His  mother 
loved  him  very  much  and  used  to  tell  him  beautiful  stories.  The 
whole  world-' seemed  to  him  like  one  great  story  book. 

As  he  played  in  the  woods  he  thought  of  the  songs  his  mother  sang 
for  him.  The  '^'^  birds  sang  in  the  trees,  and  their  songs  were  full  of 
happy  thoughts.  When  he  looked  up  at  the  sky,  the  white  clouds 
seemed  like  '^  stray  lambs.  Some  days  he  would  imagine  that  the 
birds'  song  was  news  from  heaven,  sung  by  the  angels.  He  loved 
the  flowers,  too,  and  ^'''^  was  glad  to  see  the  yellow  dandelions. 
When  tliey  first  came  they  seemed  like  a  promise  that  May  would 
soon  be  here.  He  thought  their  ^-^  gold  was  beautiful.  He  said  the 
bee  in  the  white  lily's  breezy  tent  could  not  feel  happier  than  he  when 
the  dandelions  burst  into  bloom. ^"'^  They  seemed  like  a  generous 
gift  from  the  spring.  They  made  him  love  people  better,  for  they 
helped  him  to  see  that  every  one  had  ^'•' a  little  of  heaven  in  his 
heart. 


GENERAL  DICTATION   MATTER  295 

The  Charles  River  was  near  his  home,  and  he  played  beside  it. 
He  said  it  was  beautiful  in  '^°'^  the  spring  when  the  banks  were  soft 
and  green  ;  but  it  was  still  more  beautiful  in  winter.  It  was  then 
covered  with  ice  which  gleamed  ^^^  like  silver  in  the  sun. 

He  went  to  school  in  a  little  house  not  far  from  his  home.  In 
those  days  the  children  began  their  ^^^  reading  by  learning  the  alpha- 
bet Then  they  put  letters  together.  In  this  school  they  recited 
their  lessons  in  chorus.  The  teacher  seemed  to  know  who  ^^  had 
learned  them  and  who  had  not.  If  any  child  did  n't  learn  his  lesson 
he  had  to  wear  a  tall  dunce  cap.  There  was  a  ^*"^  high  stool,  too,  for 
the  dunce  to  sit  upon.  The  good  children  had  pretty  cards  to  carry 
home.  If  a  child  was  very  good  his  ^^^  teacher  let  him  wear  home  a 
silver  half  dollar  hung  on  a  ribbon ;  but  he  was  to  bring  it  back 
the  next  day.  Some  of  ^°  the  children  in  this  school  came  from  a 
distance.     They  stayed  all  day  and  brought  their  dinners  in  tin  pails. 

What  good  times  these  children ^'^  had  at  their  play!  They  would 
bend  pins  to  make  fish  hooks,  and  catch  little  minnows.  They 
played  horse,  and  rode  upon  sticks  cut  from  *°°  the  willow  bushes.  In 
the  springtime  their  pockets  were  filled  with  marbles,  and  often  with 
balls  and  tops  too.  In  the  fall  they  gathered  horse-  *^  chestnuts,  and 
sometimes  they  dug  in  wet  places  for  sweet  flagroot. 

Near  by  was  the  Charles  River  with  boats  sailing  over  its  quiet 
waters.  Sometimes  ^^°  a  farmer,  who  often  drove  along  as  James 
was  going  home,  would  let  him  ride  with  him.  The  farmer  told 
him  many  things,  and  James*''"  admired  his  horse,  which  made  the 
old  man  smile.  He  told  James  never  to  buy  a  horse  that  wore  four 
white  stockings.  The  old  farmer  ^°°  was  a  polite  man  and  always 
bowed  to  every  one  so  kindly  that  James  never  forgot  it.  When 
they  reached  the  lane  leading  to  the  ^-°  house  James  would  leave  the 
farmer  and  begin  to  whistle,  and  in  the  fall  he  would  wade  through 
the  fallen  leaves  as  he  ran  up^^^to  the  house.  His  mother  loved  to 
hear  his  whistle,  for  it  told  her  that  her  dear  boy  was  coming  home. 
His  little  dog  would '^'^  run  to  meet  him.  He  would  bark  and  wag 
his  tail  for  joy  when  he  saw  James  coming,  for  he  missed  his  little 
playfellow. 


296  APPENDIX 

When  ^°°  James  became  older  he  went  to  school  to  Mr.  William 
Wells.  Mr.  Wells  was  a  good  teacher,  and  he  studied  with  him 
for  many  years.®^  When  James  was  fifteen  years  old  he  entered 
Harvard  College.  He  learned  his  lessons  very  easily,  but  liked  to 
read  poetry  better  than  study.  Elmwood  ^^  was  full  of  books,  and 
James  had  soon  learned  to  read  them.  His  mother  was  a  help 
to  him  in  choosing  his  books  and  talking  ^'^  of  them  to  him.  He 
admired  noble  men  and  women,  and  grand  thoughts.  He  was  very 
quick  and  bright,  and  made  witty  answers ;  but  was  '^°*'  always  kind- 
hearted.  He  was  a  good  son  and  a  firm  friend.  He  wrote  very 
good  letters  and  often  put  his  thoughts  into  verse. 

After  '^'^  his  course  at  Harvard  he  went  to  the  Law  School  and 

intended  to  be  a  lawyer,  but  he  loved  poetry  better  than  the  law 

books, ''^°  and  soon  gave  up  his  practice. 

From  Cyr's  Third  Reader. 
756  words. 

Famous  Dogs 

The  story  of  the  dog  Argus  was  told  two  thousand  years  ago  by 
the  great  poet  Homer.  Argus  may  not  have  been  a  real  dog,-"  but 
the  poet  must  have  known  some  dog  like  him  or  he  could  not  have 
told  the  story  so  well. 

Argus  belonged  to  Ulysses,  king  ^°  of  Ithaca.  He  was  only  a 
puppy  when  his  master  went  away  to  the  Trojan  War.  The  years 
went  by  and  Ulysses  did  not  return.'^  Every  one  thought  that  he 
was  dead.  At  last  Argus  grew  so  old  and  feeble  that  he  could  not 
run  about  the  palace.  All  day  ^°^  long  he  lay  in  the  warm,  sunny 
courtyard,  too  weak  to  move.  It  was  twenty  years  since  he  had 
heard  his  master's  voice. 

One  day  ^-^  a  beggar  came  into  the  courtyard.  No  one  knew  who 
he  was.  The  queen  looked  at  him  coldly.  There  was  no  friendly 
face  to  greet  ^^°  him.  But  the  old  dog  lifted  up  his  head  and  whined 
and  wagged  his  tail  for  joy.  The  beggar's  rags  could  not  deceive 
him.  He  ^"^  knew  his  master  had  come  back  at  last,  and  Ulysses 
stooped  to  caress  him  with  tears  in  his  eyes. 


GENERAL   DICTATION    MATTER  297 

The  most  famous  dog  in  the  ^"^  world  was  a  mastiff  of  St,  Bernard's. 
His  name  was  Barry.  He  lived  high  up  in  the  Alps  where  it  is 
winter  the  greater  part  ^^  of  the  year.  He  was  trained,  by  the  good 
monks  with  whom  he  lived,  to  go  out  and  hunt  for  travelers  lost  in 
the  snow.^^°  When  he  found  a  man  lying  half  frozen  in  the  drifts, 
he  would  run  back,  barking  for  help.  Then  the  monks  would  follow 
him  and  '^'^  bring  the  traveler  to  their  warm  house. 

Barry  knew  all  the  dangerous  places,  and  when  there  had  been  a 
snow  slide  he  was  sure  to  ^^'^  be  on  the  spot  as  soon  as  he  could,  to 
see  if  any  one  were  hurt.  Once  he  found  a  little  boy  in  the  snow  ^^ 
and  in  some  way  made  him  understand  what  he  must  do.  The  child 
climbed  upon  the  dog's  broad  back  and  was  carried  safely  to  the*^° 
fire  and  the  good  supper  always  waiting  for  the  lost  ones. 

Barry  lived  with  the  monks  for  twelve  years,  and  saved  forty  lives. 
Other  St.'''^  Bernard  dogs  have  been  brave  and  wise,  but  Barry's  name 
stands  first  among  them  all. 

Many  great  men  have  had  dogs  whom  they  loved  and  ^"^  trusted. 
Sir  Walter  Scott,  one  of  the  most  famous  story-writers  that  ever 
lived,  had  several  dogs.  He  used  to  take  them  with  him  when- 
ever ■'-^  he  went  to  walk.  There  was  an  old  staghound  named  Maida, 
and  a  black  greyhound  called  Hamlet,  after  one  of  Shakespeare's 
heroes.  Then  there  was  ^"'^  a  beautiful  setter  with  long  ears  and  a 
silky  coat.  Her  name  was  Finette.  Sir  Walter  would  often  stop 
and  talk  to  these  four-footed  ''^^  friends  and  they  seemed  to  under- 
stand what  he  said.  In  one  of  his  best  stories  a  dog  plays  a  very 
important  part. 

From  Eddy's  Friends  and  Helpers. 
497  words. 

The  Freedom  of  the  Fly 

Jo  Jin  R  It  skin 

We  can  nowhere  find  a  better  type  of  a  perfectly  free  creature  than 
in  the  common  house  fly.  Nor  free  only,  but  brave.  There  is  ^^  no 
courtesy  in  him ;  he  does  not  care  whether  it  is  king  or  clown  whom 
he  teases ;   and  in  every  step  of  his  swift  mechanical  ^^  march,  and  in 


298  APPENDIX 

every  pause  of  his  resolute  observation,  there  is  one  and  the  same 
expression  of  perfect  egotism,  perfect  independence  and  self-confi- 
dence, and  '®  conviction  of  the  world's  having  been  made  for  flies. 
Strike  at  him  with  your  hand ;  and  to  him  the  aspect  of  the  matter 
is  what  ^°'*  to  you  it  would  be  if  an  acre  of  red  clay,  ten  feet  thick, 
tore  itself  up  from  the  ground  and  came  crashing  down  with  ^"^^  an 
aim.  He  steps  out  of  the  way  of  your  hand  and  alights  on  the  back 
of  it.  You  cannot  terrify  him,  nor  govern  him,^^  nor  persuade  him, 
nor  convince  him.  He  has  his  own  positive  opinion  on  all  matters  ; 
not  an  unwise  one,  usually,  for  his  own  ends;  and  ^'^ will  ask  no 
advice  of  yours.  He  has  no  work  to  do  —  no  tyrannical  instinct  to 
obey.  The  earthworm  has  his  digging ;  the  bee  her  ^°°  gathering  and 
building ;  the  spider  her  cunning  network ;  the  ant  her  treasury  and 
accounts.  All  these  are  comparatively  slaves,  or  people  of  business. 
But  your  ^^^  fly,  free  in  the  air,  free  in  the  chamber  —  a  black  incar- 
nation of  caprice  —  wandering,  investigating,  flitting,  flirting,  feasting 
at  his  will,  with  rich  variety  '^^°  of  choice  in  feast,  from  the  heaped 
sweets  in  the  grocer's  window  to  those  of  the  butcher's  backyard,  — 
what  freedom  is  like  his  ?  From  Queen  of  the  Air. 

273  words. 

Catching  a  Grasshopper 

He)i7-y  JVard  BeecJier 

To  catch  a  grasshopper  is  no  slight  feat.  At  the  first  step  you 
take,  at  least  forty  bolt  out  and  tumble  headlong  into  the  grass ;  -^ 
some  cling  to  the  stems,  some  are  creeping  under  the  leaves,  and  not 
one  seems  to  be  within  reach.  You  step  again  ;  another  flight  takes  ^° 
place,  and  you  eye  them  with  fierce  penetration,  as  if  thereby  you 
could  catch  some  of  them  with  your  eye.  You  cannot,  though.  You 
brush  '°  the  grass  with  your  foot  again.  Another  hundred  snap  out 
and  tumble  about  in  every  direction.  There  are  large  ones,  and 
small  ones,  and  middling- ^'^- sized  ones  ;  there  are  gray  and  hard  old 
fellows ;  yellow  and  red  ones  ;  green  and  striped  ones.  It  is  won- 
derful to  see  how  populous  the  ^"°  grass  is.     If  you   did  not  want 


GENERAL   DICTATION    MATTER  299 

them,  they  would  jump  into  your  very  hand.  But  they  know  by  your 
looks  that  you  are  out  ^^^  a-fishing.  You  see  a  very  nice  young  fellow 
climbing  up  a  steeple  stem,  to  get  a  good  lookout  and  see  where  you 
are.  You  ^'°  take  good  aim  and  grab  at  him.  The  stem  you  catch, 
but  he  has  jumped  a  safe  rod.  Yonder  is  another,  creeping  among 
some  delicate  ^"^  ferns.  With  broad  palm  you  clutch  him  and  all  the 
neighboring  herbage  too.  Stealthily  opening  your  little  finger  you 
see  his  leg ;  the  next  finger  ^^  reveals  more  of  him ;  and  opening  the 
next  you  are  just  beginning  to  take  him  out  with  the  other  hand 
when  out  he  bounds  and  ^^^  leaves  you  to  renew  your  pursuit.  Twice 
you  snatch  handfuls  of  grass  and  cautiously  open  your  palm  to  find 
that  you  have  only  grass.  It  ^'^  is  quite  vexatious.  There  are  thou- 
sands of  them  here  and  there,  climbing  and  wriggling  on  that  blade, 
leaping  off  from  that  stalk,  twisting  and  kicking  ^"^  on  that  spider's 
web,  jumping  and  bouncing  about  under  your  very  nose,  and  yet  not 
one  do  you  get.  If  any  tender-hearted  person  ever  ^"^^  wondered  how 
a  humane  man  could  bring  himself  to  such  a  cruelty  as  impaling  an 
insect,  let  him  hunt  for  a  grasshopper  in  a  hot  ^^^  day  among  tall 
grass  ;  and  when  at  length  he  secures  one,  the  affixing  him  upon  the 
hook  will  be  done  without  a  single  scruple,  with  ^'^  judicial  solemnity, 
and  as  a  mere  matter  of  penal  justice. 


385  words. 


From  Sfar  Papers. 


The  Red  Maple 

Henry  David  Thoreau 

By  the  twenty-fifth  of  September  the  red  maples  generally  are 
beginning  to  be  ripe.  Some  single  trees,  wholly  bright  scarlet,  seen 
against  others  of  '^^  their  kind  still  freshly  green,  or  against  ever- 
greens, are  more  memorable  than  whole  groves  will  be  by  and  by. 
How  beautiful,  when  a  whole  tree  ^°  is  like  one  great  scarlet  fruit  full 
of  ripe  juices,  every  leaf,  from  lowest  limb  to  topmost  spire,  all  aglow, 
especially  if  you  look  toward'^  the  sun!  What  more  remarkable 
object  can  there  be  in  the  landscape?     Visible  for  miles,  too  fair  to 


300  APPENDIX 

be  believed.  If  such  a  phenomenon  occurred  ^"^  but  once,  it  would 
be  handed  down  by  tradition  to  posterity,  and  get  into  the  mytliology 
at  last. 

A  small  red  maple  has  grown,  perchance,^'^^  far  away  at  the  head 
of  some  retired  valley,  a  mile  from  any  road,  unobserved.  It  has 
faithfully  discharged  the  duties  of  a  maple  there,^^"  all  winter  and 
summer,  neglected  none  of  its  economics,  but  added  to  its  stature,  in 
the  virtue  which  belongs  to  a  maple,  by  a  steady  "^growth  for  so  many 
months,  never  having  gone  gadding  abroad,  and  is  nearer  heaven 
than  it  was  in  the  spring.  It  has  faithfully  husbanded  its  ^°  sap  and 
afforded  a  shelter  to  the  wandering  bird ;  has  long  since  ripened  its 
seeds  and  committed  them  to  the  winds,  and  has  the  satisfaction  ^^ 
of  knowing,  perhaps,  that  a  thousand  little  well-behaved  maples  are 
already  settled  in  life  somewhere.  It  deserves  well  of  mapledom. 
Its  leaves  have  been  -"''  asking  it  from  time  to  time,  in  a  whisper, 
"When  shall  we  redden?"  And  now,  in  this  month  of  September, 
this  month  of  traveling,  when  -'^  men  are  hastening  to  the  seaside,  or 
the  mountains,  or  the  lakes,  this  modest  maple,  still  without  budging 
an  inch,  travels  in  its  reputation,  —  runs  ^^'^  up  its  scarlet  flag  on  that 
hillside,  which  shows  that  it  has  finished  its  summer's  work  before 
all  other  trees,  and  withdraws  from  the  contest. ^"^  At  the  eleventh 
hour  of  the  year  the  tree  which  no  scrutiny  could  have  detected 
here  when  it  was  most  industrious  is  thus,  by  the  ^^'^  tint  of  its 
maturity,  by  its  very  blushes,  revealed  at  last  to  the  careless  and 
distant  traveler,  and  leads  his  thoughts  away  from  the  dusty  ^'^  road 
into  those  brave  solitudes  which  it  inhabits.  It  flashes  out  con- 
spicuous with  all  the  virtue  and  beauty  of  a  maple. 

^06  words.  From  Stone  and  Fickett's  Tiees  in  Prose  and  Poetry. 

Winter  Trails 

The  snow  had  come,  and  with  it  a  Christmas  holiday.  For  weeks 
I  had  looked  longingly  out  of  college  windows  as  the  first  tracking 
snows "''  came  sifting  down,  my  thoughts  turning  from  books  and  the 
problems  of   human   wisdom   to  the  winter  woods,   with  their  wide 


GENERAL   DICTATION   MATTER 


301 


white  pages  written  all  ^^  over  by  the  feet  of  wild  things.  Then  the 
sun  would  shine  again,  and  I  knew  that  the  records  were  washed 
clean,  and  the  hard-  '^^  packed  leaves  as  innocent  of  footmarks  as  the 
beach  where  plover  feed  when  a  great  wave  has  chased  them  away. 
On  the  twentieth  a  change  ^^'^  came.  Outside  the  snow  fell  heavily, 
two  days  and  a  night ;  inside,  books  were  packed  away,  professors 
said  "  Merry  Christmas,"  and  students  were  scattering,  like  ^'^^  a  bevy 
of  flushed  quail,  to  all  points  of  the  compass  for  the  holidays.  The 
afternoon  of  the  twenty-first  found  me  again  in  my  ^®°  room  under 
the  eaves  of  the  old  farmhouse. 

Before  dark  I  had  taken  a  wide  run  over  the  hills  and  through 
the  woods  to  the  ^'^  place  of  my  summer  camp.  How  wonderful  it 
all  was  1  The  great  woods  were  covered  deep  with  their  pure  white 
mantle  ;  not  a  fleck,  not^^^a  track  soiled  its  even  whiteness;  for  the 
last  soft  fiakes  were  lingering  in  the  air,  and  fox  and  grouse  and 
hare  and  lucivee  were  -^^  still  keeping  the  storm  truce,  hidden  deep 
in  their  coverts.  Every  fir  and  spruce  and  hemlock  had  gone  to 
building  fairy  grottoes  as  the  snow -^•^  packed  their  lower  branches, 
under  which  all  sorts  of  wonders  and  beauties  might  be  hidden,  to 
say  nothing  of  the  wild  things  for  whom  Nature  ^'®  had  been  building 
innumerable  tents  of  white  and  green  as  they  slept.  The  silence 
was  absolute,  the  forest's  unconscious  tribute  to  the  Wonder  Worker. 
Even  ^""^  the  trout  brook,  running  black  as  night  among  its  white- 
capped  bowlders  and  delicate  arches  of  frost  and  fern  work,  between 
massive  banks  of  feathery  ^-^  white  and  green,  had  stopped  its  idle 
chatter  and  tinkled  a  low  bell  under  the  ice,  as  if  only  the  Angelus 
could  express  the  wonder  ^^'-'  of  the  world. 

As  I  came  back  softly  in  the  twilight  a  movement  in  an  evergreen 
ahead  caught  my  eye,  and  I  stopped  for  one  '"^  of  the  rare  sights  of 
the  woods,  —  a  partridge  going  to  sleep  in  a  warm  room  of  his  own 
making.  He  looked  all  about  among  *^^  the  trees  most  carefully,  lis- 
tened, kwit-kwitted  in  a  low  voice  to  himself,  then  with  a  sudden 
plunge  swooped  downward  head-first  into  the  snow.*^^  T  stole  to 
the  spot  where  he  had  disappeared,  noted  the  direction  of  his  tunnel, 
and  fell  forward  with  arms  outstretched,  thinking  perhaps  to  catch  ^^^ 


302  APPENDIX 

him  under  me  and  examine  his  feet  to  see  how  his  natural  snowshoes 
(Nature's  winter  gift  to  every  grouse)  were  developing  before  letting 
him  go  *'^  again.  But  the  grouse  was  an  old  bird,  not  to  be  caught 
napping,  who  had  thought  on  the  possibilities  of  being  followed  ere 
he  made  ^°*'  his  plunge.  He  had  plowed  under  the  snow  for  a 
couple  of  feet,  then  swerved  sharply  to  the  left  and  made  a  little 
chamber  for  ^-^  himself  just  under  some  snow-packed  spruce  tips, 
with  a  foot  of  snow  for  a  blanket  over  him. 

When  I  fell  forward,  disturbing  his  rest  ^^°  most  rudely  ere  he  had 
time  to  wink  the  snow  out  of  his  eyes,  he  burst  out  with  a  great  whir 
and  sputter  between  my  ^'^  left  hand  and  my  head,  scattering  snow 
all  over  me,  and  thundered  off  through  the  startled  woods,  flicking 
a  branch  here  and  there  with  his  ^''^^  wings,  and  shaking  down  a 
great  white  shower  as  he  rushed  away  for  deeper  solitudes.  There, 
no  doubt,  he  went  to  sleep  in  the  evergreens,"-^  congratulating 
himself  on  his  escape  and  preferring  to  take  his  chances  with  the 
owl  rather  than  with  some  other  ground-prowler  that  might  come 
nosing'"'^"  into  his  hole  before  the  light  snow  had  time  to  fill  it  up 
effectually  behind  him. 

Next  morning  I  was  early  afield,  heading  for  a  ®'^  ridge  where  I 
thought  the  deer  of  the  neighborhood  might  congregate  with  the  inten- 
tion of  yarding  for  the  winter.  At  the  foot  of  a  wild '°°  little  natu- 
ral meadow,  made  centuries  ago  by  the  beavers,  I  found  the  trail  of 
two  deer  which  had  been  helping  themselves  to  some  hay  that  "'^^  had 
been  cut  and  stacked  there  the  previous  summer.  My  big  buck  was 
not  with  them  ;  so  I  left  the  trail  in  peace  to  push  "^*^  through  a  belt 
of  woods  and  across  a  pond  to  an  old  road  that  led  for  a  mile  or 
two  towards  the  ridge  I  was '"■' seeking. 

Early  as  I  was,  the  wood  folk  were  ahead  of  me.  Their  tracks 
were  everywhere,  eager,  hungry  tracks,  tliat  poked  their  noses  into 
every '''''-' possible  hiding  place  of  food  or  game,  showing  how  the  two- 
days"  fast  had  whetted  their  appetites  and  set  them  to  running  keenly 
the  moment  "-■-' the  last  flakes  were  down  and  the  storm  truce  ended. 

o  ,  From  Long's  Sc\rets  of  the  Woods. 

833  words.  '^  ■^ 


GENERAL   DICTATION    MATTER  303 

Earthworms  and  Snakes 

The  little  earthworm,  crawling  across  the  garden  path  or  burrow- 
ing its  way  into  the  loose  soil,  seems  very  common  and  insignificant, 
but  it  is  a  ^^  most  useful  servant  to  man. 

Without  the  earthworms  it  would  be  difficult  for  us  to  live.  It  is 
by  their  help  that  grass  grows  for  ^°  the  cattle,  and  the  garden  yields 
food  for  our  own  use. 

Long  before  any  one  thought  of  making  a  plow,  the  hard  lumps 
of  earth  '^  were  broken  up  by  the  slender  bodies  of  the  earthworms. 
These  worms  have  no  eyes  or  feelers  or  feet,  but  they  have,  on  each 
ring  ^"^  of  their  bodies,  four  pairs  of  bristles,  which  aid  them  in  mak- 
ing their  way  through  the  earth. 

Air  is  let  into  the  soil  through  the  ^^^  holes  that  the  worms  make, 
and  the  moisture  is  drained  away.  Thus  the  roots  of  the  plants  are 
kept  in  good  condition. 

Worms  are  useful  ^^^  in  another  way.  They  can  make  poor  soil  into 
rich  mold.     This  they  do  by  swallowing  earth  and  dried  leaves. 

After  passing  through  the  body  ^"^^  of  the  worm,  the  earth  is  cast 
up  in  little  heaps,  which  are  soon  scattered  by  the  wind  and  rain. 
Hundreds  of  these  "  casts  "  may  '^°°  be  seen  in  any  large  garden,  and 
thus  the  whole  surface  is  constantly  changing. 

In  this  way  fields  which  were  unfit  for  crops  of  any  ^^^  kind  are 
made  ready  for  the  farmer's  use.  In  some  places  it  has  been  found 
that  ten  tons  of  dry  earth  on  every  acre  are  ^^°  made  into  good  soil 
each  year  by  the  worms. 

No  gardener  can  prepare  fine  mold  for  plants  so  well  as  the 
worms  can  do  it,-'^  and  no  farmer  can  so  carefully  make  ready  his 
fields. 

There  are  some  animals  which  are  commonly  disliked  and  avoided 
because  they  are  not  attractive  ^''°  to  look  at.  Often  this  is  a  mere 
prejudice  against  them,  and  careful  study  reveals  a  beauty  not  noticed 
before.  There  is  a  very  general  ^^^  and  absurd  feeling  against  snakes 
which  is  the  cause  of  much  unnecessary  suffering.  This  fear  is  so 
common  that  for  many  children  and  grown  people  ^^'^  a  walk  in  the 
woods  and  fields  loses  half  its  pleasure. 


304  APPENDIX 

Most  of  our  common  snakes  are  harmless  and  are  useful  in  destroy- 
ing insects.  Instead  ^'^  of  shuddering  with  horror  at  the  little  green 
snake,  watch  him  as  carefully  as  you  can.  Soon  you  will  begin  to 
wonder  how  he  can  ^^^  go  so  fast,  what  he  eats,  and  where  he  makes 
his  home.  You  will  find  that  he  is  not  at  all  like  the  earthworm. 
He  ■*-"  belongs  to  a  very  different  class  of  animals,  but  he  is  as  inno- 
cent as  the  worm  of  any  wish  to  do  you  harm.  He  prefers  *^'^  to  be  left 
to  himself  in  the  long  grass,  but  you  may  be  sure  if  he  should  glide 
over  your  feet,  or  across  your  hand,*'^  he  would  not  hurt  you  at  all. 

4S2  words.  From  Eddy's  Friends  and  Helpers. 

The  Apple 
JoJin  Burroughs 

Not  a  little  of  the  sunshine  of  our  northern  winters  is  surely 
wrapped  u})  in  the  apple.  How  could  we  winter  over  without  it ! 
How  -'  is  life  sweetened  by  its  mild  acids  !  A  cellar  well  filled  with 
apples  is  more  valuable  than  a  chamber  filled  with  flax  and  wool. 
So  '""  much  sound  ruddy  life  to  draw  upon,  to  strike  one's  roots  down 
into,  as  it  were. 

The  apple  is  full  of  su2;ar  and  mucilage,  which  "^  make  it  highly 
nutritious.  It  is  said,  "The  operators  of  Cornwall,  England,  con- 
sider ripe  apples  nearly  as  nourishing  as  bread,  and  far  more  so 
than  ^' potatoes.  In  the  year  1801 — which  was  a  year  of  much 
scarcity  —  apples,  instead  of  being  converted  into  cider,  were  sold 
to  the  poor,  and  ^-'^  the  laborers  asserted  that  they  could  'stand  their 
work  '  on  baked  ap])les  without  meat ;  whereas  a  potato  diet  required 
either  meat  or  some  other  substantial  '^''^  nutriment.  The  French  and 
Germans  use  apples  extensively,  so  do  the  inhabitants  of  all  European 
nations.  The  lal)orers  depend  upon  them  as  an  article  of  ^'^  food, 
and  frequently  make  a  dinner  of  sliced  apples  and  bread." 

Vet  tlie  English  apple  is  a  tame  and  insipid  affair,  compared  with 
the  intense  -  '  sun-colored  and  sun-steeped  fruit  our  orchards  yield. 
The  best  thing  I  know  about  Chile  is  this  fact,  which  I  learn  from 
Darwin's    A'oyage  ;  "^    namely,    that    the    apple    thrives    well    there. 


GENERAL   DICTATION    MATTER 


305 


Darwin  snw  a  town  there  so  completely  buried  in  a  wood  of  apple 
trees  that  its  streets  were  ""  merely  paths  in  an  orchard.  The  tree, 
indeed,  thrives  so  well  that  large  branches  cut  off  in  the  spring,  and 
planted  two  or  three  feet  ^'^^  deep  in  the  ground,  send  out  roots  and 
develop  into  fine,  full-bearing  trees  by  the  third  year.  The  people 
know  the  value  of  the  *'"  apple,  too.  They  make  cider  and  wine  of 
it,  and  then  from  the  refuse  a  white  and  finely  flavored  spirit ;  then 
by  another  process  a  ^-^  sweet  treacle  is  obtained,  called  honey.  The 
children  and  pigs  eat  little  or  no  other  food.  He  does  not  add  that 
the  people  are  healthy  ^^^  and  temperate,  but  I  have  no  doubt  they  are. 

The  apple  is  the  commonest  and  yet  the  most  varied  and  beautiful 
of  fruits.  A  dish  ^"^  of  them  is  as  becoming  to  the  center  table  in 
winter  as  was  the  vase  of  flowers  in  the  summer,  —  a  bouquet  of 
spitzenbergs  and  *°"  greenings  and  northern  spies.  A  rose  when  it 
blooms,  the  apple  is  a  rose  when  it  ripens.  It  pleases  every  sense 
to  which  it  can  "^  be  addressed,  —  the  touch,  the  smell,  the  sight, 
the  taste  ;  and  when  it  falls  in  the  still  October  days  it  pleases  the 
ear.     It  is  *^'^  a  call  to  a  banquet ;  it  is  a  signal  that  the  feast  is  ready. 

How  they  resist  the  cold  !  holding  out  almost  as  long  as  ^'^  the 
red  cheeks  of  the  boys  do. 

4S2  words.  From  Stone  and  Fickett's  Tr^^s  in  Prose  and  Poetry. 

Snow-Bound 

March  is  a  weary  month  for  the  wood  folk.  One  who  follows  them 
then  has  it  borne  in  upon  him  continually  that  life  is  a  -^  struggle,  — 
a  keen,  hard,  hunger-driven  struggle  to  find  enough  to  keep  a-going 
and  sleep  warm  till  the  tardy  sun  conies  north  again  with  ^°  his  rich 
living.  The  fall  abundance  of  stored  food  has  all  been  eaten,  except 
in  out-of-the-way  corners  that  one  stumbles  upon  in  "  a  long  day's 
wandering ;  the  game  also  is  wary  and  hard  to  find  from  being  con- 
stantly hunted  by  eager  enemies. 

It  is  then  that  the  "°  sparrow  falleth.  You  find  him  on  the  snow, 
a  wind-blown  feather  guiding  your  eye  to  the  open  where  he  fell  in 
mid-flight ;  or  ^-^  under  the  tree,  which  shows  that  he  lost  his  grip  in 


3o6  APPENDIX 

the  night.  His  empty  crop  tells  the  whole  pitiful  story,  and  why  you 
find"" him  there  cold  and  dead,  his  toes  curled  up  and  his  body 
feather-light.  You  would  find  more  but  for  the  fact  that  hunger- 
pointed  ^'^  eyes  are  keener  than  yours  and  earlier  abroad,  and  that 
crow  and  jay  and  mink  and  wild  cat  have  greater  interest  than  you 
in  finding  ^°  where  the  sparrow  fell. 

It  is  then,  also,  that  the  owl,  who  hunts  the  sparrow  o'  nights, 
grows  so  light  from  scant  feeding  that  he  ^^  cannot  fly  against  the 
wind.  If  he  would  go  back  to  his  starting  point  while  the  March 
winds  are  out,  he  must  needs  come  down  ^^  close  to  the  ground  and 
yew-yaw  towards  his  objective,  making  leeway  like  an  old  boat  with- 
out ballast  or  centerboard. 

The  grouse  have  taken  to  ^"^  bud-eating  from  necessity  —  birch  buds 
mostly,  with  occasional  trips  to  the  orchards  for  variety.  They  live 
much  now  in  the  trees,  wliich  they  dislike  ;  ^"^  but  with  a  score  of 
hungry  enemies  prowling  for  them  day  and  night,  what  can  a  poor 
grouse  do  ? 

When  a  belated  snow  falls,  you  ^-°  follow  their  particular  enemy, 
the  fox,  where  he  wanders,  wanders,  wanders  on  his  night's  hunting. 
Across  the  meadow,  to  dine  on  the  remembrance  of  field  ^'^'^  mice  — 
alas  !  safe  now  under  the  crust ;  along  the  brook,  where  he  once 
caught  frogs;  through  the  thicket,  where  the  grouse  were  hatched; 
past  the  ^'^  bullbrier  tangle,  where  the  covey  of  quail  once  rested 
nightly ;  into  the  farmyard,  where  the  dog  is  loose  and  the  chickens 
are  safe  under  lock  ■*''°  and  key,  instead  of  roosting  in  trees;  across 
the  highway,  and  through  the  swamp,  and  into  the  big  bare  empty 
woods;  till  in  the  sad '^-^ gray  morning  light  he  digs  under  the  wild 
apple  tree  and  sits  down  on  the  snow  to  eat  a  frozen  apple,  lest  his 
stomach  cry  ^"'^  too  loudly  while  he  sleeps  the  day  away  and  tries  to 
forget  that  he  is  hungry. 

Everywhere  it  is  the  same  story:  hard  times  and '*'^  poor  hunting. 
Even  the  chickadees  are  hard  pressed  to  keep  up  appearances  and 
nave  their  sweet  love  note  ready  at  the  first  smell  of  spring  ^°°  in  the  air. 

This  was  the  lesson  that  the  great  woods  whispered  sadly  when  a 
few  idle  March  days  found  me  gliding  on  snowshoes  over  "^  the  old 


GENERAL   DICTATION    MATTER  •  307 

familiar  ground.  Wild  geese  had  honked  an  invitation  from  the 
South  Shore  ;  but  one  can  never  study  a  wild  goose ;  the  only  satis- 
faction''^*' is  to  see  him  swing  in  on  broad  wings  over  the  decoys  — 
one  glorious  moment  ere  the  gun  speaks  and  the  dog  jumps  and 
everything  ^'^  is  spoiled.  So  I  left  gun  and  rifle  behind,  and  went  off 
to  the  woods  of  happy  memories  to  see  how  my  deer  were  faring.^" 

The  wonder  of  the  snow  was  gone ;  there  was  left  only  its  cold 
bitterness  and  a  vague  sense  that  it  ought  no  longer  to  cumber  ^^  the 
ground,  but  would  better  go  away  as  soon  as  possible  and  spare  the 
wood  folk  any  more  suffering.  The  litter  of  a  score  of  ®^°  storms  cov- 
ered its  soiled  rough  surface  ;  every  shred  of  bark  had  left  its  dark 
stain  where  the  decaying  sap  had  melted  and  spread  in  the  ®'^  midday 
sun.  The  hard  crust,  which  made  such  excellent  running  for  my 
snowshoes,  seemed  bitterly  cruel  when  I  thought  of  the  starving 
wild  things  and  '^^  of  the  abundance  of  food  on  the  brown  earth,  just 
four  feet  below  their  hungry  bills  and  noses. 

q         J,  From  Long's  Secrets  of  the  Woods. 

A  Taste  of  Maine  Birch 

Johti  Burroughs 

I  read  in  Gibbon  that  the  natives  of  ancient  Assyria  used  to  cele- 
brate in  verse  or  prose  the  three  hundred  and  sixty  uses  to  which  ^^ 
the  various  parts  and  products  of  the  palm  tree  were  applied.  The 
Maine  birch  is  turned  to  so  many  accounts  that  it  may  well  be  ^ 
called  the  palm  of  this  region.  Uncle  Nathan,  our  guide,  said  it  was 
made  especially  for  the  camper-out ;  yes,  and  for  the  woodman  and  "^^ 
frontiersman  generally.  It  is  a  magazine,  a  furnishing  store  set  up 
in  the  wilderness,  whose  goods  are  free  to  every  comer.  The  whole 
equipment  of  ^^^  the  camp  lies  folded  in  it  and  comes  forth  at  the 
beck  of  the  woodman's  ax  ;  tent,  waterproof  roof,  boat,  camp  utensils, 
buckets,  cups,  plates,^^^  spoons,  napkins,  tablecloths,  paper  for  letters 
or  for  your  journal,  torches,  candles,  kindling  wood,  and  fuel.  The 
canoe-birch  yields  you  its  vestments  with  the  ^^^  utmost  liberality. 
Ask  for  its  coat,  and  it  gives  you  its  waistcoat  also.     Its  bark  seems 


3o8  •  APPENDIX 

wrapped  about  it  layer  on  layer  and  comes  ofT  "^  with  great  ease.  We 
saw  many  rude  structures  and  cabins  shingled  and  sided  with  it,  and 
haystacks  capped  with  it. 

Near  a  maple-sugar  camp  ^°°  there  was  a  large  pile  of  birch-bark 
sap  buckets,  —  each  bucket  made  of  a  piece  of  bark  about  a  yard 
square,  folded  up  as  ^-^  the  tinman  folds  up  a  sheet  of  tin  to  make  a 
square  vessel,  the  corners  bent  around  against  the  sides  and  held  by 
a  wooden  ^^°  pin.  When,  one  day,  we  were  overtaken  by  a  shower  in 
traveling  through  the  woods,  our  guide  quickly  stripped  large  sheets 
of  the  bark  from  ^'"  a  near  tree,  and  we  had  each  a  perfect  umbrella 
as  by  magic.  When  the  rain  was  over,  and  we  moved  on,  I  wrapped 
mine  ^'^^  about  me  like  a  large  leather  apron,  and  it  shielded  my 
clothes  from  the  wet  bushes.  When  we  came  to  a  spring  Uncle 
Nathan  would  '"^  have  a  birch-bark  cup  ready  before  any  of  us  could 
get  a  tin  one  out  of  his  knapsack,  and  I  think  water  never  tasted"^" 
so  sweet  as  from  one  of  these  bark  cups.  It  is  exactly  the  thing.  It 
just  fits  the  mouth,  and  it  seems  to  give  new  ^""^  virtues  to  the  water. 
It  makes  me  thirsty  now  when  I  think  of  it.  In  camp  Uncle  Nathan 
often  drank  his  tea  and  coffee  from  *"'^  a  bark  cup ;  the  china  closet 
in  the  bircli  tree  was  always  handy,  and  our  vulgar  tinware  was  gen- 
erally a  good  deal  mixed,  and  the  ''"'"'  kitchen  maid  not  at  all  particu- 
lar about  dish-washing.  We  all  tried  the  oatmeal  with  the  maple 
syrup  in  one  of  these  dishes,  and  the  ■*""  stewed  mountain  cranberries, 
using  a  birch-bark  spoon,  and  never  found  service  better.  Uncle 
Nathan  declared  he  could  boil  potatoes  in  a  bark  kettle,  and  ^'^  I 
did  not  doubt  him.  Instead  of  sending  our  soiled  napkins  and  table 
spreads  to  the  wash,  we  rolled  them  up  into  candles  and  torches  ^"^ 
and  drew  daily  upon  our  stores  in  the  forest  for  new  ones.  But  the 
great  triumph  of  the  birch  is,  of  course,  the  bark  canoe.^"^  The 
design  of  a  savage,  it  yet  looks  like  the  thought  of  a  poet ;  and  its 
grace  and  fitness  haunt  tlie  imagination.  I  suppose  its  ^^°  production 
was  the  inevitable  result  of  the  Indians'  wants  and  surroundings,  but 
that  does  not  detract  from  its  beauty.  It  is,  indeed,  one  of  the  ^''^ 
fairest  flowers  the  thorny  plant  of  necessity  ever  bore. 

c;<S  1  vrortls.  From  Stuno  and  T'lckett's  Trees  in  Prose  and  Poetry. 


GENERAL  DICTATION   MATTER  309 

The  Washington  Elm 
L.  L.  Dame 

At  the  north  end  of  the  Common  in  Old  Cambridge  stands  the 
famous  Washington  Elm,  the  most  famous  of  American  trees.  It  is 
of  goodly  ^^proportions,  but  as  far  as  girth  of  trunk  and  spread 
of  branches  constitute  the  claim  upon  our  respect,  there  are  many 
nobler  specimens  of  the ''"  American  elm  in  historic  Middlesex. 

Extravagant  claims  have  been  made  with  regard  to  its  age,  but  it 
is  extremely  improbable  that  any  tree  of  this  "^  species  has  ever 
rounded  out  its  third  century.  When  Governor  Winthrop  and 
Lieutenant-Governor  Dudley,  in  1630,  rode  along  the  banks  of  the 
Charles  in  ^*'  quest  of  a  suitable  site  for  the  capital  of  their  colony,  it 
is  barely  possible  that  the  great  elm  was  in  being.  The  life  of  ^'^the 
tree,  however,  probably  does  not  date  farther  back  than  the  last 
quarter  of  the  seventeenth  century.  In  its  early  history  there  was 
nothing  to  ^^°  distinguish  it  from  its  peers  of  the  greenwood.  When 
the  surrounding  forest  fell  beneath  the  ax  of  the  woodman,  the  trees 
conspicuous  for  size  and  ^''' beauty  escaped  the  general  destruction; 
among  these  was  the  Washington  Elm ;  but  there  is  no  evidence  that 
it  surpassed  its  companions. 

But  when  troublous  times -''°  came,  and  the  murmurings  of  discon- 
tent were  voicing  themselves  in  more  and  more  articulate  phrase,  the 
old  tree  must  have  been  privy  to  a  good  "''deal  of  treasonable  talk  — 
at  first  whispered,  with  many  misgivings,  under  the  cover  of  darkness; 
later,  in  broad  daylight,  fearlessly  spoken  aloud.  The  smoke  of  -"*' 
bonfires,  in  which  blazed  the  futile  proclamations  of  the  king,  was 
wafted  through  its  branches.  It  saw  the  hasty  burial,  by  night,  of 
the  Cambridge -'°  men  \\\\o  were  slain  upon  the  nineteenth  of  April, 
1775  ;  it  saw  the  straggling  arrival  of  the  beaten,  but  not  disheartened, 
survivors  of  Bunker  Hill ;  '^--'  it  saw  the  Common  —  granted  to  the  town 
as  a  training  field  —  suddenly  transformed  to  a  camp,  under  General 
Artemas  Ward,  commander  in  chief  of  ^-^  the  Massachusetts  troops. 

The  crowning  glory  in  the  life  of  the  great  elm  was  at  hand.  On 
the    twenty-first    of    June,    Washington,    without    allowing  ^'"Miimself 


3IO  APPENDIX 

time  to  take  leave  of  his  family,  set  out  on  horseback  from  Philadel- 
phia, arriving  at  Cambridge  on  the  second  day  of  July.  Sprightly 
Dorothy  ^'^  Dudley  in  her  Journal  describes  the  exercises  of  the  third 
with  the  florid  eloquence  of  youth. 

"To-day,  he  (Washington)  formally  took  command,  under  one**"* 
of  the  grand  old  elms  on  the  Common.  It  was  a  magnificent  sight. 
The  majestic  figure  of  the  General,  mounted  upon  his  horse  beneath 
the ^^^ wide-spreading  branches  of  the  patriarch  tree;  the  multitude 
thronging  the  plain  around,  and  the  houses  filled  with  interested 
spectators  of  the  scene,  while  the  *^°  air  rung  with  shouts  of  enthu- 
siastic welcome,  as  he  drew  his  sword,  and  thus  declared  himself 
commander  in  chief  of  the  Continental  Army." 

Great  events  ^'^  which  mark  epochs  in  history  bestow  an  imperish- 
able dignity  even  upon  the  meanest  objects  with  which  they  are 
associated.  When  Washington  drew  his  sword  beneath  ^°**  the  branches, 
the  great  elm,  thus  distinguished  above  its  fellows,  passed  at  once 
into  history,  henceforward  to  be  known  as  the  Washington  Elm. 

[-2^  words.  From  Stone  and  Fickett's  Trees  in  Prose  and  Poetry. 

HoLMF.s's  School  Days 

Oliver  Wendell  Holmes  was  sent  to  school  when  he  was  a  very  lit- 
tle boy.  The  school  was  in  Cambridgeport ;  and  the  little  fellow  had 
a -•' long  walk  across  the  green  fields  and  through  the  lanes,  for  there 
were  very  few  houses  standing  there  then.  His  first  teacher  was  a 
stout ''"  lady  whom  the  children  called  "Dame  Prentiss."  She  used 
to  have  a  long  willow  rod  which  reached  across  the  room.  If  the 
children  were  idle "'' or  in  mischief,  she  would  touch  them  with  this 
rod  to  remind  them  that  it  was  thiie  to  study.  The  boys  in  Cam- 
bridgeport used  to  ^""  make  fun  of  Oliver  and  tease  him.  One  day 
he  went  to  school  wearing  a  new  hat  with  a  wide  brim.  "  Hullo  you. 
Sir  !  "  said  ^-^  a  roguish  boy,  "  did  you  know  there  was  going  to  be  a  race 
to-morrow  ?  "  ''  Xo,  who  's  going  to  run  ?  Where  's  it  going  to  be?"^^"' 
"  Squire  INIills  and  Dr.  Williams  'round  the  brim  of  your  hat."  Then 
the  boy  made  a  face,  and  Oliver  knew  he  was  making  fun  of  ■^"' him. 


GENERAL   DICTATION    MATTER  311 

The  future  poet  was  full  of  childish  fancies.  He  would  throw  a 
stone  at  a  tree  to  get  the  answer  to  a  question.  If^'^'he  hit  the 
tree,  he  would  think  the  answer  was  "  Yes."  When  he  was  walk- 
ing he  would  try  to  step  from  one  stone  to  another, '^^  or  else  walk 
upon  the  patches  of  grass.  There  was  a  glove-maker  whose  store  he 
used  to  pass  on  his  way  to  school.  This  ^^°  man  had  hung  out  a  large 
wooden  hand  for  a  sign,  and  the  wind  made  it  swing  and  creak, 
which  frightened  the  little  boy.  "Oh,^"^that  dreadful  hand!"  he 
said,  "  always  hanging  there,  ready  to  catch  a  little  boy,  who  would 
never  come  home  to  supper,  or  see  his  mother '"^  again."  A  wooden 
pail  of  drinking-water  stood  in  the  schoolroom,  and  the  children  had 
a  brown  mug  from  which  they  drank.  The  pail  was  ^^  made  of  white 
pine,  and  it  gave  the  water  an  odd  taste.  Oliver  always  remembered 
the  taste  of  that  water,  and  the  mug  with  the  ^^°  piece  broken  from 
the  rim.  The  children  thought  that  a  red-cheeked,  curly-haired  boy 
named  Edmund  had  bitten  the  piece  out  one  day  when  ^'^  he  was  in 
a  hurry  for  a  drink.  When  Oliver  grew  a  little  older,  he  went  to 
another  school  in  Cambridgeport. 

He  was  a  boy  ^°'' who  thought.  He  often  wondered  why  certain 
things  came  to  pass,  and  tried  to  find  some  reason  for  what  he  saw. 
He  noticed  how  articles  *"®  wore  out,  one  part  giving  way  at  a  time. 
Sometimes  things  would  break  down  instead  of  wearing  out.  He 
could  understand  why  it  was  so  ^^'^  with  some  things ;  but  oftentimes 
with  other  things  there  seemed  to  him  to  be  no  cause  for  it.  One 
day  he  said  to  his  brother  *'^  John,  "  If  you  should  make  something, 
and  have  each  part  of  it  just  as  good  as  every  other  part,  it  would  all 
go  to  pieces  ^'•"'  at  once,  would  n't  it  ?  "  After  many  years  had  gone 
by  and  he  had  grown  to  be  a  man,  he  put  this  idea  into  a  poem.''^^ 
This  poem  was  about  a  Deacon  who  was  going  to  have  a  chaise. 
A  chaise  is  a  two-wheeled  carriage  with  a  covered  top.  Some  ^^ 
people  used  to  call  it  a  "  shay."  The  Deacon  decided  to  make  every 
part  of  his  chaise  so  strong  that  it  could  never  break  down.^'^  He 
found  the  strongest  oak  wood  to  make  the  floor  and  spokes  and  sills. 
He  sent  for  lancewood  to  make  the  thills  and  got  the''*'*'  best  wood  for 
every  part.      The  finest  of  steel  made  the  springs,  and  the  strongest 


312  APPENDIX 

bufifalo  hide  was  used  to  cover  the  top,  boot,  and  ®^^  dasher.  When  it 
was  finished  each  part  was  as  strong  as  could  be  made,  and  the 
Deacon  looked  with  pride  upon  his  work.  The  chaise  ^°  was  a 
wonder.  The  Deacon  and  his  wife  used  it  all  their  lives ;  so  did 
their  children  and  their  grand-children.  At  last  it  had  ^^^  been  used 
for  a  hundred  years.  It  then  belonged  to  a  parson,  and  it  began  to 
show  that  it  was  old ;  but  one  part  was  '"'*'  still  as  good  as  another, 
and  it  showed  no  sign  of  breaking  down. 

One  morning  the  parson  was  driving  in  the  chaise  and  thinking 
about  '^^^  the  text  for  his  next  Sunday's  sermon,  when  all  of  a  sudden 
there  was 

—  1' iist  a  shiver,  and  then  a  thrill, 

Thfii  something  decidedly  like""''  a  spill, — 

And  the  parson  was  sitting  upon  a  rock. 

Where  was  the  poor  old  chaise  ?  It  had  gone  entirely  to  pieces. 
Every  part  was  ' '^  worn  out  at  the  same  time,  for  each  part  was  as 
strong  as  the  other.  When  the  parson  got  up  and  looked  around,  he 
found  ^'^'^  the  pieces  of  the  old  chaise  all  in  a  heap,  — 

As  if  it  had  been  to  the  mill  and  ground  ! 

After  his  year  of  study  ^'-■' at  the  Academy  in  Andover,  Oliver  was 
ready  to  enter  Harvard  College.  He  proved  to  be  a  good  student, 
and  wrote  many  poems  during  his  *^"''^  college  course.  Many  in  his 
class  became  famous  men.  They  in  after  years  used  to  meet  and 
talk  of  their  college  days.  Mr.  Holmes  was  ^'^  chosen  class  poet,  and 
he  wrote  several  poems  in  honor  of  "The  boys  of  '29,"  as  he  called 
them.  One  of  these  "boys  "  was  the'"^°  Rev.  S.  F.  Smith,  who  wrote 
the  poem  beginning  "  'My  country,  't  is  of  thee."  The  words  of  this 
]X)cm  have  been  long  sung  to  the ''-■'' familiar  tune  of  "America." 
One  of  Holmes's  fust  well-known  poems  was  "Old  Ironsides,"  the 
nickname  given  to  the  v/arship  '•  Constitution."  This  noble  vessel 
canie''"'^  into  Ijoston  llarbor,  one  Fourth  of  July,  firing  a  salute.  She 
had  been  a  fine  ship,  and  had  won  many  victories  in  the  service  of  °"^ 
the  counlrv.  It  was  found  that  the  wood  in  some  of  her  timbers 
was  unsound,  and  il   was  proposed  to  break  her  up.      The  people  ^°°'' 


GENERAL  DICTATION   MATTER  313 

loved  the  old  ship,  and  did  not  wish  to  have  her  destroyed.  Doctor 
Holmes  felt  so  indignant  that  he  wrote  a  poem  resenting  this  pro- 
posed ^°^^  action.  It  was  written  one  afternoon  as  he  sat  beside  a 
window  in  his  home  at  Cambridge,  He  said  in  his  poem  it  would 
be  "*°  a  shame  to  tear  down  her  banners  and  strike  away  her  masts. 
It  would  be  better  to  nail  her  flag  to  the  mast,  set  her  ^"''^  sails,  and 
let  her  ride  upon  her  ocean  home  until  she  found  a  grave  beneath 
its  waves.  This  poem  so  stirred  the  hearts  of  the  "°°  people  that  the 
grand  old  ship  was  saved. 

After  his  graduation  at  Harvard,  Mr.  Holmes  went  to  Boston  to 
study  medicine.  He  was  there  three  ^^^^  years,  from  1830  to  1833, 
when  he  sailed  to  Paris  to  complete  his  studies.  He  came  back 
in  two  years  and  opened  a  doctor's  office  ^^^°  in  Boston.  He  was  so 
bright  and  cheerful  that  every  one  liked  him.  It  made  them  feel 
better  to  see  his  cheery  smile.  After  a  "'^  few  years  he  gave  up  the 
practice  of  medicine  and  devoted  himself  for  nearly  forty  years  to 
giving  lectures  at  the  Harvard  Medical  School  in  ^^°°  Boston. 

In  his  spare  time  he  wrote  many  works,  both  in  prose  and  verse. 
All  of  his  writings  have  been  widely  read.  During  most  oi^^^ 
his  life  Doctor  Holmes  lived  in  Boston  ;  his  different  homes  over- 
looked the  river  Charles,  which  he  loved  so  well.  He  lived  to  be 
very  old  ^^^°  and  died  in  1894.  Few  men  have  been  admired  and 
respected  as  was  Doctor  Holmes  for  his  genius  as  a  writer  and 
his  rare  character  ^-'^  as  a  man. 

From  Cyr's  Third  Reader. 

1278  words. 


INDEX 


A,  an,  and,  and  t/ie  ticks,  io8. 

Abbreviation,  principles  of,  24. 

Abbreviations,  table  of,  xi. 

Additions  to  word  signs,  46. 

Affixes,  129,  186;  common  errors  on, 
137;  disjoined,  132;  omitted,  188; 
supplementary  sentence  exercise 
on,  250;  supplementary-word  exer- 
cise on,  238. 

altiy    expressed    by    disjoined    stroke, 

133- 
All  expressed  by  /-hook,  198. 
Alphabetic  list  of  signs,  168. 
An  and  and  \.\cks,  108. 
anti  and  ante,  the  prefixes,  186. 
Appendix: 

Selections  for  general  dictation,  264. 

Supplementary    sentence    exercises, 

239- 
Supplementary  word  exercises,  233. 
Supplementary   word-sign    exercises, 
251. 
Are  expressed  by  r-hook,  198. 
a7ity  expressed  by  disjoined  stroke,  133. 
As  expressed  by  j-circle,  199. 
dshun,  the  syllable,  122. 
Association  expressed  by  j^-stroke,  202. 

Backward  «-hook,  100;  supplementary 
sentence  exercise  on,  247  ;  supple- 
mentary word  exercise  on,  237  ;  to 
express  in,  199. 

ber,  the  syllable,  124. 

ble,  bly,  and  bility,  the  affixes,  187,  188. 


Breath  sounds,  20. 
Brief  phrasing  principles,  197. 
btih,  supplementary  word-sign  exercise 
on,  252. 

Choice  of  outline,  44,  162. 
chuh,  sign  exercise  on,  254. 
cian,  the  syllable,  121. 
cient,  ciently,  and  ciency,  the  afiixes,  188. 
Circle,  double  s-,  64. 
Circle  for  s  or  z,  60. 
Circles  for  intervening  dot  vowels,  96. 
Circles,  s-,  and  strokes,  word  exercise 
on,  235 ;  J-,  large,  word  exercise  on, 

235- 

circutn  expressed  by  circle,  130. 

circum,  the  prefix,  187. 

Coalescent  signs,  39. 

Coalescents,  37 ;  supplementary  sen- 
tence exercise  on,  240 ;  supple- 
mentary word  exercise  on,  234 ; 
supplementary  word-sign  exercise 
on,  262. 

fcj' expressed  by  dot  or  separation,  129. 

com  expressed  by  dot  or  separation, 
129,  187. 

Committee  expressed  by  Astroke,  202. 

Company  expressed  by  /^-stroke,  202. 

con  expressed  by  dot  or  separation,  129, 
187. 

Concurrent  vowels,  coalescents  and 
common  errors  on,  44  ;  supplemen- 
tary sentence  exercise  on,  240  ;  suf>- 
plementary  word  exercise  on,  234. 


315 


3i6 


INDEX 


Consecutive  vowels,  41. 

Consonant,  definition  of,  i. 

Consonants,  vowels  and,  10 ;  common 
errors  on,  23 ;  common  errors  on 
double,  108;  contrasted,  triple,  116; 
curved  triple,  98 ;  double,  90 ; 
double,  supplementary  word  exer- 
cise on,  236;  exercises  on,  17,  20; 
free  use  of  double,  96;  h  before 
double,  92;  halving,  with  hooks, 
135  ;  irregular  double,  91,  92  ;  irreg- 
ular double,  supplementary  sen- 
tence exercise  on,  246 ;  joined, 
21;  omitted,  128;  omitted,  supple- 
mentary word  exercise  on,  238 ; 
quadruple,  100;  rules  for  joined, 
22 ;  rules  for  writing  vowels  be- 
tween, 31;  s  before  double,  98; 
silent,  2  ;  straight  triple,  98  ;  triple, 
supplementary  sentence  exercise 
on,  247  ;  triple,  supplementary  word 
exercise  on,  237;  triple  and  quad- 
ruple, 98. 

contra  expressed  by  detached  stroke,  i  ^o. 

Contractions,  additional,  150;  sim])le 
stroke,  192  ;  with  circles  or  loops, 
193;  with  half-length  strokes,  196; 
with  hooks,  194. 

contra,  contri,  and  contra,  tlie  prefixes, 
187. 

counter,  contra,  and  contra  expressed  by 
detached  stroke,  130. 

Curved  strokes,  16. 

Curved  triple  consonants,  98. 

Curves,  writing  vertical,  17. 

cy,  the  atfix,  iSS. 

d,  disjoining  to  express  the  ])ast  tense, 
13'');  halving  for.  13s:  ioining,  to 
express  the  past  tense,  136. 


^/-stroke  to  express  department,  202. 

Dash  vowels,  14. 

Department  expressed  by  ^/-stroke,  202. 

der,  the  syllable,  124, 

Diacritical  marks,  7,  8. 

Dictation  matter : 

Apple,  The,  304. 

Blue  Jay,  The,  266. 

Britain  in  the  Old  Days,  285. 

Catching  a  Grasshopper,  298. 

Cat  Family,  The,  282. 

Coal  Forests,  The,  275. 

Dew,  270. 

Eagle,  The,  273. 

Earthworms  and  Snakes,  303. 

Famous  Dogs,  296. 

Feathers  and  Fur,  268. 

Freedom  of  the  Fly,  The,  297. 

Holmes's  School  Days,  310. 

How  the  English  became  Christians, 
290. 

Legend  of  the  Poplar,  The,  293. 

Lowell's  Early  Childhood,  294. 

Music  Pounding,  278. 

North   Story  of  how  the  Robin  got 
its  Red  Breast,  The,  264. 

Owl,  The,  277. 

Oyster,  The,  269. 

Patient  Weavers,  284. 

Red  Maple,  The,  299. 

Robert  visits  the  Pigs,  271. 

Robin,  The.  273. 

Ship  of  the  Desert,  The,  276. 

Snow  Bound,  305. 

Sparrow  and  the  Cat,  The,  267. 

Sponge,  The,  265. 

Squirrel's  Story,  The,  280. 

Story    of    the  Brave  Warrior  Queen, 
The,  2SS. 

Taste  of  Maine  Birch,  A,  307. 


INDEX 


317 


Trapper's  story,  The,  279. 
Vision  of  War,  A,  283. 
Washington  Ehii,  The,  309. 
What  Harold  did,  267. 
What  the  Slate  wished,  268. 
Winter  Trails,  300. 
Difficult  words,  reading,  165. 
Diphthongs,    35 ;    supplementary    sen- 
tence   exercise    on,    239;    supple- 
mentary   word    exercise    on,    234 ; 
supplementary  word-sign   exercise 
on,  262. 
Dot  at  beginning  to  express  con,  com, 

or  cog,  1 29. 
Dot  vowels,  intervening,  96. 
Double  consonants,  90 ;  common  errors 
on,  108;  free  use  of,  96;  h  before, 
92 ;    halving   to   express  the   past 
tense,  136;  intervocalization  of,  sen- 
tence exercise  on,  246 ;  intervocal- 
ization of,  word  exercise  on,  236; 
irregular,  91,  92  ;  irregular,  sentence 
exercise    on,    246 ;    supplementary 
word  exercise  on,  236. 
Double  j-circle,  64. 
Downward  /  and  r,  54. 
Downward  sh,  58. 

duh,  halving  for,  70 ;  supplementary 
word-sign  exercise  on,  253. 

ens,  the  syllable,  100. 

enter  expressed  by  halved  «-stroke,  130. 

Errors,  common,  on  concurrent  vowels, 
44 ;  on  consonants,  23  ;  on  final 
hooks,  lengthening,  halving,  ticks, 
and  affixes,  137  ;  on  j-circle  and 
halving  principle,  73  ;  on  semi- 
circles and  double  consonants,  108  ; 
on  vowels,  34. 

t'r/Vj/ expressed  l)y  disjoined  stroke,  133. 


?skun,  the  syllable,  122. 

est,  the  affix,  188. 

ex,  the  prefix,  187. 

Exercises  on  phonetics,  2,  3,  4,  5,  6. 

Exercises,  reading,  12,  18,  19,  20,  22,  25, 
^8,  29,  23,  36.  40,  43.  45'  56,  58,  62, 
65.  67,  69,  72,  75,  86,  88,  93,  94,  97, 
loi,  102,  120,  123,  125,  126,  131, 
"^ZZ,  ^yit  139.  190.  191;  review,  on 
reading,  44,  76,  77,  78,  no,  iii, 
153,  154,  155,  156;  shorthand  pen- 
manship, 50,  81,  115,  159;  supple- 
mentary sentence,  239 ;  supplemen- 
tary word,  233 ;  supplementary 
word-sign,  251;  teacher's  dictation, 
16,  28,  34,  36,  43,  57,  59,  63,  66,  68, 
73,  86,  89,  94,  95,  98,  102,  121,  123, 
125,  131,  134,  137;  writing,  16,  26, 
28,  30.  33'  34.  36,  40,  43.  46,  49.  56, 
59,  63,  65,  67,  69,  72,  75,  80,  86,  89, 
93'  95'  97.  loi,  103,  112,  120,  123, 
125,  127,  131,  134,  137,  140,  149, 
191 ;  writing,  review,  44,  76,  77,  78, 
no,  III,  154,  155,  156. 

y^hook,  118;  supplementary  sentence  ex- 
ercise on,  248. 

faction  a.r\d.  fication,  190. 

Figures  and  initials,  37. 

Figures,  shorthand  characters  for,  213. 

Final  /  and  r,  rules  for,  57. 

Final  j-circle,  reading,  with  halving,  135. 

Final  ^-circle  to  express  is,  his,  as,  has, 
and  us,  199. 

First  expressed  by  jAloop,  200. 

fr,  inversion  of,  91. 

From  and  to  omitted  in  phrasing,  143. 

fiih,  supplementary  word-sign  exercise 
on,  262. 

fid,  the  affix,  187,  188. 


3i8 


INDEX 


ger,  the  syllable,  124. 

Graham  system  (optional  expedients), 

220. 
guh  and  juh,  distinguishing,  11. 
guh,  supplementary  word-sign  exercise 

on,  256. 

h  before  double  consonants,  92. 

/5-dot,  85. 

^-dots,  sentence  exercise  on,  243. 

h  preceding  w,  87. 

^-stroke  and  its  substitutes,  84. 

/^-strokes,  sentence  exercise  on,  243. 

/4-tick,  84. 

^-tick  and  strokes,  supplementary  word 

exercise  on,  236. 
^-ticks,  supplementary  sentence  exercise 

on,  243. 
Had  expressed  by  halving,  200. 
Half-length  strokes,  contractions  with, 

196. 
Halved  and  full-length  strokes,  joining, 

135- 

Halved  strokes,  reading,  71. 

Halving,  70,  135;  exercises  on  final 
hooks  and,  1 59  ;  supplementary  sen- 
tence exercises  on,  243,  251  ;  sup- 
plementary word  exercises  on,  235, 
238. 

Halving  double  consonants,  93. 

Halving  principle  to  express  it,  ought, 
had,  would,  and  to,   200. 

Halving  shnu'SLwCs.  se-shuti  hooks,  160. 

Has  expressed  by  j--circle,  199. 

Have  expressed  by  ^'-hook,  199. 

He,  phrasing,  105. 

His  expressed  by  j-circle,  199. 

Hook,  attaching  straight  strokes  to 
shun-.  121;  backward  ;/-,  ico; 
backward  ;/-,  to  express  i>i.  199  ;  ;--, 


on  curved  strokes,  91  ;  slf-shun-, 
122;  se-shun-,  to  express  session, 
199;  shun-,  121  ;  shun-,  to  express 
ocean,  199;  the  large  w-,  88;  the 
small  w-,  87. 

Hooks,  1 59 ;  contractions  with,  1 94  ; 
contrasted,  initial,  116;  halving 
consonants  with,  135  ;  /-and  r-,  90. 

Horizontal  and  vertical  curved  strokes, 
16. 

Hyphens  for  phrasing,  112. 

/,  phrasing,  105,  144. 

ility,  ality,  arity,  and  erity  expressed 
by  disjoined  stroke,   133. 

Inclined  curved  strokes,  19. 

In  expressed  by  backward  «-hook,  199. 

ing  expressed  by  dot  and  stroke,  132. 

i7ig,  omitted  affix,  189. 

ings  expressed  by  circle  and  stroke, 
132. 

ing-the  expressed  by  detached  tick  and 
stroke,  132. 

Initial  and  medial  /  and  r,  55. 

Initials  and  figures,  37. 

In  re  expressed  by  phrasing,  144. 

ins,  the  syllable,  100. 

inter,  ititro,  and  enter  expressed  by 
halved  w-stroke,   130,   186. 

Intervocalization,  supplementary  sen- 
tence exercise  on,  246 ;  supple- 
mentary word  exercise  on,  236. 

Intervocalizing  lengthened  strokes,  124. 

intro  expressed  by  halved  «-stroke,  130. 

Inversion  oi  fr,  vr,  thr  and  thr,  91. 

Irregular  double  consonants,  91,  92; 
sentence  exercise  on,  246. 

Irregular  phrases,  201. 

Irregular  triple  consonants,  99. 

Irregular  vowel  representation,  96. 


INDEX 


319 


li  expressed  by  j-circle,  199. 
ishiin,  the  syllable,  122. 
ism,  the  affix,  188. 
It  expressed  by  halving,  200. 

Joined  consonants,  exercise  on,  22. 
Joining  ^/-stroke   to   express   the  past 

tense,  136. 
juh  s^rxA  guh,  distinguishing,  11. 
juh,  supplementary  word-sign  exercise 

on,  254. 

/^-stroke  to  express  company,  202. 
ker,  the  syllable,  1 24. 
kuh,  omitted  after   ung,    128;   supple- 
mentary word-sign  exercise  on,  255. 

/  and  r,  final,  57;  general  rules  for,  54; 
true  sound  of,  58;  halving,  71 ;  up- 
ward and  downward,  54 ;  upward 
and  downward,  supplementary  sen- 
tence exercise  on,  240 ;  use  of 
strokes  for,  90. 

/-hook  to  express  will  and  all,  198. 

/-  and  ;-hooks,  90 ;  on  straight  and 
curved  strokes,  115;  regular,  sup- 
plementary sentence  exercise  on, 
245. 

/-  and  r-strokes  at  beginning,  supple- 
mentary word  exercise  on,  234. 

/-  and  r-strokes  at  end,  supplementary 
word  exercise  on,  234. 

/-   and   r-strokes,    initial    and    medial, 

54- 
Lengthening  principle,  124;  common 
errors  on,  137  ;  supplementary  sen- 
tence exercise  on,  249  ;  supplemen- 
tary word  exercise  on,  237 ;  to  ex- 
press t/u-re,  their,  they  are,  and 
other,  200. 


Letters,  silent,  2  ;  variety  of,  with  simi- 
lar sounds,  4. 

Letters  varying  in  sound,  3. 

Loops,  contractions  with  circles  or,  193; 
drill  on  circles  and,  81  ;  st-  and  str-, 
66 ;  st-  and  str-,  supplementary  word 
exercise  on,  235  ;  st-  and  str-,  with 
w-hook,  119;  st  and  zd,  66 ;  strs,  67. 

luh,  direction  of,  19  ;  disjoined  at  end, 
133 ;  supplementary  word-sign  ex- 
ercise on,  261. 

m,  halving,  71. 

magni2i.nd  magna  expressed  by/w-stroke, 

130. 
mb-    and     ^/-strokes,    supplementary 

sentence  exercise  on,  241. 
Medial  sounds,  omitted,  189. 
ments,  mental,  mentally,  and  mentary, 

■the  affixes,  190. 
Munson  system  (optional  expedients), 

223. 
Muscular  movement,  50. 
Must,  phrasing,  105. 

«-  andy^  or  z'-hooks,  1 18. 

«-  and  zz-hooks,  supplementary  word 
exercise  on,  237. 

«,  halving,  71 ;  stroke  for,  118. 

«-hook,  backward,  100;  backward,  sup- 
plementary sentence  exercise  on, 
247  ;  backward,  to  express  in,  199; 
to  express  own,  one,  and  than,  198. 
«-hook  with  loops  st  and  str,  119. 

«-hooks,  backward,  supplementary  word 
exercise  on,  237 ;  supplementary 
sentence  exercise  on,  248;  supple- 
mentary word  exercise  on,  237. 

Names,  manner  of  indicating  proper,  18. 

A'ew  and  now,  the  words,  39. 


320 


INDEX 


ng,  halving  when  hooked,  135. 
iV(7^  expressed  by  phrasing,  144. 
//ow  and  new,  39. 
Numerical  indications,  47. 

Obscure  vowels,  8. 

Ocean  expressed  by  shun-hodk.,  199. 

Of  and   0/  the   omitted   in    phrasing, 

143- 
O/"  expressed  by  the  w-hook,  199. 
One  expressed  by  «-hook,  198. 
One  stroke  representing  several  words, 

25. 
Optional  expedients  : 

Benn  Pitman  system,  215. 

Graham  system,  220. 

Isaac  Pitman  system,  218. 

Munson  system,  223. 

Osgoodby  system,  226. 
Other  expressed  by  lengthening,  200. 
Oui^ht  expressed  by  halving,  200. 
Our  expressed  by  r-hook,  198. 
Outlines,  choice  of,  44,  162. 
Oiujt  expressed  by  //-hook,  198. 


Phrasing,  104,  143,  197 ;  abbreviations 
given  word  values  in,  198;  brief 
principles  of,  197  ;  hyphens  for,  112; 
restored  forms  of,  198. 

Phrasing  by  intersection,  201. 

Phrasing  /,  he,  and  inust,  105. 

Pitman,  Benn,  system  (optional  ex- 
pedients), 215. 

Pitman,  Isaac,  system  (optional  expedi- 
ents), 218. 

Poor  outlines  caused  by  speed,  165. 

Position,  distinguishing  like  words  by, 
206;  outlines  written  in,  13;  writ- 
ing in,  13,  147,  207. 

Position  of  coalescents,  38. 

Position  of  diphthongs,  35. 

Prefixes,  disjoined,  129;  omitted,  187; 
suj^plementary  sentence  exercise 
on,  249  ;  supplementary  word  exer- 
cise on,  238. 

Proper  names,  manner  of  indicating,  18. 

pith,  omitted  after  urn,  12S;  supple- 
mentary word-sign  exercise  on,  251. 

Punctuation,  shorthand,  37. 


/-stroke  to  express  party,  202. 

Past  tense  expressed  by  halving  prin- 
ciple and  l)y  joining  and  disjoining 
(/-stroke,  136. 

Penmanship  exercises,  shorthand,  50, 
Si,  115,  159. 

per,  the  syllable,  124. 

Phonetic  introduction,  i. 

Phonetics,  exercises  on,  2.  3,  4,  5,  6. 

Phonographers,  two  types  of,  164. 

Phrases,  contracted,  151;  exercise  on 
advanced,  145  ;  exercise  on  re- 
porting, 203;  exercise  on  simple, 
106;  list  of  contracted  words  and. 


Quadruple  consonants,  100. 

r,  halving  downward  and  upward,  71; 
the  use  of  strokes  for,  90 ,  upward 
and  downward,  54 ;  upward  and 
downward,  supplementary  sentence 
exercise  on,  240. 

r-hook,  90,  91. 

;-hook  to  express  are,  our,  and  were,  198. 

/--hooks  on  curved  and  straight  strokes, 

r-hooks,  regular,  supplementary  sen- 
tence exercise  on,  245. 

/--stroke  at  beginning,  supplementary 
word  exercise  on,   234, 


INDEX 


32  » 


r-stroke  at   end,   supplementary   word 

exercise  on,  234. 
rand  /,  general  rules  for,  54 ;  true  sound 

of,  58. 
rail,  the  syllable,  97. 
real,  the  syllable,  97. 
Regular  phrases,  197. 
rel,  the  syllable,  97. 
Related  words,  joining,  104. 
Reporting  abbreviations,  186. 
Restored  forms  in  phrasing,  198. 
Review  lists  of  word  signs,  52,  83,  117, 

160. 
roll,  the  syllable,  97. 
ruh,   supplementary  sign   exercise  on, 

256. 
ml,  the  syllable,  97. 

s  after  n  and  v  on  curved  and  straight 

strokes,  119. 
s  before  double  consonants,  98. 
s,  halving  upward,  71. 
J  preceding  w,  SS. 
s-    and    z-strokes    and    s-    or    «-circle, 

59- 
j-circle,  double,  64  ;  reading  the,  62. 
j-circle   to   express  is,  his,  as,  has,  and 

IIS,  199. 
j-circles    and    strokes,    supplementary 

word  exercise  on,  235. 
j-circles,  common  errors  on,  73  ;  large, 

supplementary     sentence    exercise 

on,  242  ;  large,  supplementary  word 

exercise  on,  235  ;  reading  final,  135; 

supplementary    sentence    exercise 

on,  241. 
j-stroke  to  express  society,  j.02. 
scribe  and  scribed,  the  affixes,  189. 
scription,  the  affix,  1S9. 
scrip  five,  the  affix,  190. 


Selections  in  Shorthand  : 

Declaration  of   Independence,  The, 

176. 
President  Lincoln's  First  Inaugural 

Address,  181. 
President   Lincoln's  Gettysburg  Ad- 
dress, 184. 
Washington  as  a  Statesman,  178. 
Washington's    Farewell  Address   to 
the  People  of  the  United  States, 
179. 
self,  the  prefix  and  affix,  186,  188. 
self-con  and  self  com  expressed  by  circle, 

130.  ^32>- 

selves,  the  affix,  133,  188. 

Semicircles,  common  errors  on,  ic8. 

Semicircles  for  w,  87  ;  iox y,  89. 

Semicircles  and  w-hooks,  115. 

Separation  in  middle  for  con,  com,  or 
cog,  129. 

serve,  served,  servation,  servient,  ser- 
vience,  and  servieiicy,  the  affixes, 
1 89. 

ses  and  sez,  the  syllables,  64. 

seses,  the  syllable,  65. 

se-shitn-hooV.,  122;  supplementary  sen- 
tence exercise  on,  249;  supplemen- 
tary word  exercise  on,  237. 

se-shun-'hoo\i  to  express  session,  199. 

session  expressed  by  s^-shtin-hook,  199. 

j/^-stroke  to  express  association,  202. 

sh,  upward  and  downward,  58. 

Shading  curved  strokes,  17. 

Shading  strokes,  11. 

shion,  the  syllable,  121. 

ship  expressed  by  the  j/^-stroke,  133. 

Short  and  long  vowels,  supplementary 
word  exercise  on,  233. 

Shorthand  penmanship  exercises,  50, 
Si,  115,  159. 


322 


INDEX 


Shorthand,  punctuation  marks  in,  36 ; 
reading  of,  165;  standard  selec- 
tions in,  175. 

Short  vowels,  27. 

shuh,  supplementary  word-sign  exercise 
on,  260. 

j^««-hook,  121  ;  supplementary  sen- 
tence exercise  on,  249 ;  supplemen- 
tary word  exercise  on,  237. 

j/^««-hook  to  express  ocean,  199. 

Sign  word,  definition  of,  24. 

Signs,  alphabetic  list  of,  168;  vowel,  13. 

Silent  letters  (consonants  and  vowels),  2. 

sion,  the  syllable,  121. 

Small  w-hook,  87. 

Society  expressed  by  j-stroke,  202. 

Speech,  i. 

Speed  practice,  47,  79,  113,  157;  letters 
for,  48,  79,  113,  157  ;  matter  for,  79, 
114, 158. 

j-^loop  to  express  7? rj/",  200. 

st,  the  syllable,  66. 

st-  and  j/;--loops,  66;  supplementary 
sentence  exercise  on,  242  ;  supple- 
mentary word  exercise  on,  235. 

st-  and  j-^r-loops  with  «-hook,i  19. 

sir,  the  syllable,  66. 

Stroke  for  ?■,  1 18. 

Stroke  v  after  curves,  119. 

Strokes,  contractions  with  half-length, 
196;  curved,  15;  direction  of,  11  ; 
drill  enjoining,  50;  f-  and  ;/-hooks 
on  curved  and  straigiit,  1  ^<);  use  of, 
for  /  and  ;-,  90  ;  for  ;/  and  z\  \  iS  ; 
inclined  curved.  iS;  intervocaliz- 
ing  lengthened.  124;  joining  hahed 
and  full-length.  135;  /-  and  ;•-,  at 
beginning,  supplemen.tary  word  ex- 
ercise on,  234  ;  /-  and  r-.  at  end, 
supplementary    word   e.xeicise    on. 


234  ;  length  of,  1 1 ;  method  of 
learning,  10,  16;  placing  vowels  on 
lengthened,  124;  rules  for  joining, 
21  ;  shading,  1 1 ;  shading  curved, 
17  ;  j-^««-hook  attached  to  straight, 
121;  sound  alphabet  of ,  i  o ;  straight, 
10;  straight  supplementary  exer- 
cise on,  11;  vowels  between,  31; 
vowels  between,  supplementary 
word  exercise  on,  233 ;  vowels 
written  with  more  than  two,  32, 

Strokes  and  circles  for  s  and  z,  59. 

sirs,  the  syllable,  67. 

struction,  the  affix,  189. 

structive,  the  affix,  189. 

suh,  supplementary  word-sign  exercise 
on,  260. 

Supplementary  sentence  exercises,  239. 

Supplementary  word  exercises,  233. 

Supplementary  word-sign  exercises,  251. 

Syllable  seses,  65. 

Syllable  str,  66. 

Syllable  j/rj,  67. 

Syllables  his,  ens,  and  itns,  lOO. 

Syllables  fshun,  eskiai,  and  dshun,  122. 

Syllables  ker,  ger,  per,  and  her,  1 24. 

Syllables  rel,  r«/,  real,  rail,  and  roll,  97. 

Syllables  ses,  sez,  zes,  and  zez,  64. 

Syllables  st  and  zd,  66. 

Syllables  ter,  der,  and  ther,  124. 

Syllables  tion,  sion,  cian,  and  j/iw«,  121- 

t.  halving  for,  135. 
/-stroke  to  express  committee,  202. 
ter,  the  syllable,  i  24. 
Than  expressed  by  «-hook,  198. 
Than,  phrasing,  144. 
The  tick,  loS. 

Their,  there,  and  they  are  expressed  by 
lengthening,  144,  200. 


INDEX 


323 


iher,  the  syllable,  124. 

Third-place  vowels,  15. 

thr,  inversion  of,  91. 

thuh,  supplementary  word-sign  exer- 
cise on,  260 ;  the  two  sounds  dis- 
tinguished, 17. 

tial,  tially,  and  tiation,  the  affixes,  189. 

Ticks,  108 ;  additional,  42 ;  common 
errors  on,  137;  supplementary 
word-sign  exercise  on,  263. 

tion,  the  syllable,  121. 

To   and  front    omitted    in    phrasing, 

143- 

To  expressed  by  halving,  200. 

To  have  expressed  by  z'-hook,  199. 

traction,  the  affix,  189. 

Triphthong,  definition  of,  35. 

Triple  and  quadruple  consonants,  98. 

Triple  consonants,  contrasted,  116;  im- 
perfect, 99 ;  supplementary  sen- 
tence exercise  on,  247. 

Triple  consonants  with  «-hook,  1 20 ; 
supplementary  word  exercise   on, 

237- 
tnh,    halving   for,    70;    supplementary 

word-sign  exercise  on,  253. 
tiih  omitted  after  suh,  128. 

itm  and  tinib,  supplementary  word -sign 
exercise  on,  257,  258. 

limb  and  ump,  stroke  for,  16. 

Unaccented  vowels  approximately  repre- 
sented, 4r. 

uit  and  Jiiig.  supplementary  word-sign 
exercise  on,  258,  259. 

un  omitted  in  trans  and  where  difficult, 
128. 

Unimportant  parts,  omission  of,  192. 

tins,  the  syllable,  100. 

Upward  and  downward  /  and  r,  "54. 


Upward  and  downward  sit,  5S. 

Upward  s  and  r,  halving,  71. 

ur,   supplementary   word-sign   exercise 

on,  256. 
us  expressed  by  final  j-circle,  199. 
us  expressed  by  phrasing,  143. 

z/-hook,  1 18 ;  supplementary  word  exer- 
cise on,  237. 

zz-hook  to  express  of,  have,  and  to  have, 
199. 

Variation  of  outlines  for  distinguishing 
like  words,  209. 

Vertical  and  horizontal  curved  strokes, 
16. 

Vertical  curves,  writing,  17. 

Vocalization  of  double  j-circle,  64. 

Vowel,  definition  of,  i. 

Vowel  representation,  irregular,  96. 

Vowel  signs  struck  through  double  con- 
sonants, 96. 

Vowels,  a  brief  rule  for  learning,  32 ; 
supplementary   word   exercise   on, 

233- 

Vowels  between  strokes,  31. 

Vowels,  circles  for  intervening  dot,  96; 
common  errors  on,  34 ;  common 
errors  on  concurrent,  44 ;  concur- 
rent, and  coalescents,  supplemen- 
tary word  exercise  on,  234 ;  consec- 
utive, 41;  direction  of  dash,  14; 
distinguishing  like  words  by,  206; 
light  dot  and  dash,  26;  long,  14; 
long,  exercise  on,  1 5 ;  long,  sup- 
plementary sentence  exercise  on, 
23c) ;  long  and  short,  exercise  on, 
26;  long  and  short,  supplemen- 
tary sentence  exercise  on,  239;  long 
and  short,  supplementary  word  ex- 
ercise on,  233  ;  method  of  learning 


324 


INDEX 


short,  27;  obscure,  8;  omission  of, 
47,  141;  on  lengthened  strokes, 
placing,  124;  order  of  reading,  15  ; 
principles  of  omitting,  141 ;  reading 
without,  141;  rules  for  writing,  be- 
tween consonants,  31 ;  sentence  for 
learning,  27 ;  separate  signs  for  con- 
secutive, 42;  short,  27;  short,  ex- 
ercise on,  28  ;  silent,  2  ;  single,  sign 
for  consecutive,  41 ;  unaccented  ap- 
proximately represented,  41;  with 
double  consonants,  writing,  91 ; 
with  double  i'-circle,  writing,  61  ; 
words  with,  omitted,  152;  writing 
without,  141. 

Vowels  for  distinguishing  like  words, 
21  r. 

Vowels  varying  in  sound,  3. 

Vowels  written  with  more  than  two 
strokes,  32. 

vr,  inversion  of,  91. 

viih,  supplementary  word-sign  exercise 
on,  262. 

-M  coalescents.  38. 

w,  halving,  when  hooked,  135;  h  pre- 
ceding, S7  ;  s  preceding,  8S. 

w-hook,  large.  88  ;  large,  supplementary 
sentence  exercise  on.  244 ;  large, 
supplementary  word  exercise  on, 
236;  small,  87;  small.  su])plemen- 
tary  sentence  exercise  on,  244 ; 
small,  supplementary  word  exercise 
on,  236. 

w-hook  to  express  ive  and  vjith,  199. 

7f-ho()ks  and  semicircles,  115. 

w-semiiircles,  supplementary  sentence 
exercise  (jn,  244  ;  word  exercise  on, 
2  -•,(\ 

z<:;-stroke  and  its  substitutes,  87. 


We  expressed  by  phrasing,  144. 

We  expressed  by  w-hook,  igg. 

Were  expressed  by  r-hook,  198. 

wh,  the  sound  of,  85. 

Will  expressed  by  /-hook,  198. 

With  expressed  by  w-hook,  199. 

Word  exercises,  supplementary,  233. 

Word  sign,  definition  of,  24. 

Word-sign  exercises.supplementary,  25 1. 

Word  signs,  supplementary  exercises  on, 
251. 

Words  alike  in  sound  but  unlike  in 
spelling,  2. 

Words  and  phrases,  contracted,  list  of, 
150. 

Words,  joining  related,  104  ;  one  stroke 
representing  several,  25 ;  reading 
difficult,  165;  rule  for  writing,  on 
base  line,  147. 

Words  with  vowels  omitted,  151. 

Word  signs,  24  ;  first  list,  25 ;  second 
list,  29 ;  third  list,  39 ;  fourth  list, 
45;  fifth  list,  49;  sixth  list,  68; 
seventh  list,  74;  eighth  list,  80; 
ninth  list,  94 ;  tenth  list,  102 ; 
eleventh  list,  112;  twelfth  list,  126; 
thirteenth  list,  139;  fourteenth  list, 
148;  adding  circles  and  loops  to, 
74;  additions  to,  46;  alphabetic 
list  of,  168;  review  lists  of,  52,  83, 
117,  160;  the  value  of,  167. 

Would  expressed  by  halving,  200. 

Writing  diphthongs,  35. 

Writing  in  position,  36,  147;  distin 
guishing  like  words  by,  207. 

Writing,  sound,  i. 

Writing  vertical  curves,  17. 

Writing  without  vowels,  141. 

■wuh,  supplementary  word-sign  exercise 
on,  256. 


INDEX 


325 


*,  methods  of  treating,  62. 

y  coalescents,  table  of,  38. 

y,  halving,  when  hooked,  135;  treatment 

of  final,  27. 
j-semicircles,  supplementary   sentence 

exercise  on,  244. 
^-stroke  and  semicircle,  89. 


yuh,  supplementary  word-sign  exercise 
on,  261. 

z-circle,  rules  for  use  of,  60. 
2-strokes,  rules  for  use  of,  59. 
zd,  the  syllable,  66. 
zes  and  ?/z,  the  syllables,  64. 
xuh  and  zhtth,  supplementary  word-sign 
exercise  on,  260. 


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A55a  Anderson  - 

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phonogrftphy, 


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Z56 

A55a 

1908 


